The purpose of this quantitative quasi-experimental study was to examine if and to what extent videoconferencing would affect transactional distance scores (TD), student satisfaction (SS) scores and intent-to-persist (ITP) scores of online doctoral students. It was not known if these dependent variables would be affected by including a videoconference (VC) in an online doctoral course at a mid-sized Christian university in the Southwest. This study was built upon three foundational models; Short, Williams, and Christie’s Social Presence Theory, Moore’s Transactional Distance Theory and Shin’s Transactional Presence Theory. All of these models have been employed extensively to guide the examination of specific interventions in distance education. Study participants were recruited from a private Christian university in the Southwest taking an introductory doctoral course. In sum, 121 online doctoral students participated in the study, which was carried out via an online survey. The primary research question asked if there was a statistically significant difference in the TD, SS and ITP scores between students who engaged in a VC with their instructor in the midst of their course and those who did not engage in a VC. Five Mann-Whitney U tests were run in SPSS, indicating there was not a statistically significant difference between the medians of any of the dependent variables measured. Median SS scores for the VC group (4.62) and the no VC group (4.5) were not statistically significantly different, U = 1873.5, z = .234, p = .815. Median ITP for the VC group (4.83) and the no VC group (5.00) were not statistically significantly different, U = 1477.5, z = −1.932, p = .053. This finding caused the researcher to fail to reject the null hypothesis.
|Advisor:||Maul, June Paradise|
|Commitee:||Smith, Daniel, Mandernach, Jean|
|School:||Grand Canyon University|
|Department:||College of Doctoral Studies|
|School Location:||United States -- Arizona|
|Source:||DAI-A 81/6(E), Dissertation Abstracts International|
|Subjects:||Educational psychology, Educational technology|
|Keywords:||Doctoral, Intent-to-persist, Online, Satisfaction, Transactional distance, Videoconferencing|
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