ABSTRACT

This mixed-method study aims to investigate learners’ perceptions of transactional distance and the association of those perceptions with learner outcomes in an online English as a Foreign Language (EFL) context. Transactional distance theory formed the theoretical basis of the study. The quantitative data were collected from the learners enrolled in the five sections of an online EFL course offered within five online undergraduate programmes. Qualitative data were collected from the interview with the teacher of these five sections, learner responses in open ended questions, and observations on online course sections. The findings indicated that learners’ perceptions in terms of transactional distance and learner outcomes were more than moderate. These perceptions did not significantly change in terms of learner demographics except in the case of perceived satisfaction. Females felt more satisfied with the course than males. The findings also revealed that the components of transactional distance significantly predict learner outcomes of perceived learning and satisfaction. Transactional distance between learner and interface made the greatest contribution to the prediction of perceived learning while transactional distance between learner and teacher made the greatest contribution to the prediction of perceived satisfaction. The qualitative findings elucidated the contextual factors influencing the quantitative findings.

摘要

这项混合方法的研究旨在调查学习者对交易距离的认知以及这些认知与在线英语作为外语（EFL）上下文中的学习者结果的关联。交易距离理论构成了研究的理论基础。定量数据是从五个在线本科课程中提供的在线EFL课程五个部分的学习者中收集的。定性数据来自对这五个部分的老师的访谈，对开放式问题的学习者回答以及对在线课程部分的观察。研究结果表明，学习者在交易距离和学习成果方面的认知程度中等以上。这些看法在学习者的人口统计方面并没有显着改变，除非感到满意。女性对课程的满意度比男性高。研究结果还表明，交易距离的组成部分可以显着预测学习者的感知学习和满意度结果。学习者与界面之间的交易距离对感知学习的预测贡献最大，而学习者与教师之间的交易距离对感知满意度的预测贡献最大。定性发现阐明了影响定量发现的背景因素。研究结果还表明，交易距离的组成部分可以显着预测学习者的感知学习和满意度结果。学习者与界面之间的交易距离对感知学习的预测贡献最大，而学习者与老师之间的交易距离对感知满意度的预测贡献最大。定性发现阐明了影响定量发现的背景因素。研究结果还表明，交易距离的组成部分可以显着预测学习者的感知学习和满意度结果。学习者与界面之间的交易距离对感知学习的预测贡献最大，而学习者与教师之间的交易距离对感知满意度的预测贡献最大。定性发现阐明了影响定量发现的背景因素。