Reducing transactional distance in a hybrid-flexible learning environment in higher education. Interaction and engagement despite asynchronous communication
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Autor:innen
Autor:in (Körperschaft)
Publikationsdatum
12.03.2025
Typ der Arbeit
Studiengang
Sammlung
Typ
01A - Beitrag in wissenschaftlicher Zeitschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Journal of Educational Technology Development and Exchange
Themenheft
DOI der Originalpublikation
Reihe / Serie
Reihennummer
Jahrgang / Band
18
Ausgabe / Nummer
1
Seiten / Dauer
195-214
Patentnummer
Verlag / Herausgebende Institution
The University of Southern Mississippi
Verlagsort / Veranstaltungsort
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
This study explores the implementation of an asynchronous video-based guest lecture in an undergraduate teacher education program in Switzerland. It describes how the guest lecture was delivered to foster an interactive and engaging environment for learners and to mimic two-way communication. The study applies the tenets of the Theory of Transactional Distance in examining the student-teacher interaction in a hybrid-flexible learning environment to promote quality dialogue, participation, critical reflection, and to foster a caring relationship. It describes the instructional process and the use of video splicing to mimic interaction between the students, who were physically present on campus, and the guest lecturer ‘joining’ them asynchronously from a university overseas. A survey and a written reflection captured students’ perceptions of how close or distant they felt to the guest lecturer and how this sense of closeness or distance impacted their engagement and learning. A debriefing grounded in the pedagogy of care captured the guest lecturer’s experience. All students (n = 10) expressed appreciation for the opportunity to be part of a video-based interactive lecture. They were grateful that the guest lecturer had taken the time to interact with them, listen to their questions, and to respond to their specific questions. All respondents enjoyed the innovative approach approximating interaction in an asynchronous setting. Ways to minimize transactional distance between the geographically distant guest lecturer and the students are discussed along with strategies to increase responsiveness to students’ individual questions and to demonstrate care for their learning. This article may be of interest to educators who strive to increase engagement and interaction in online or hybrid learning environments and are looking for ways to decrease the distance between themselves and their students. The study contributes to a better understanding of the use of video-based teaching approaches in hybrid education.
Schlagwörter
Transactional distance, Asynchronous, Video-based, Student-teacher interaction, Care
Fachgebiet (DDC)
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
ISSN
1941-8027
1941-8035
1941-8035
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Ja
Zukunftsfelder FHNW
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Diamond
Lizenz
Zitation
Nussli, N., & Oh, K. (2025). Reducing transactional distance in a hybrid-flexible learning environment in higher education. Interaction and engagement despite asynchronous communication. Journal of Educational Technology Development and Exchange, 18(1), 195–214. https://doi.org/10.18785/jetde.1801.11