You are here:

Transactional Presence as a Critical Predictor of Success in Distance Learning
ARTICLE

Distance Education Volume 24, Number 1, ISSN 0158-7919

Abstract

Suggests that distance education students' perceptions of psychological presence of teachers, peers, and the institution can be predictions of learning. Defines perception of presence, or transactional presence, and describes a study at the Korea National Open University that investigated perceptions of transactional presence as predictions of learning achievement, satisfaction, and persistence. (Contains 52 references.) (Author/LRW)

Citation

Shin, N. (2003). Transactional Presence as a Critical Predictor of Success in Distance Learning. Distance Education, 24(1), 69-86. Retrieved January 25, 2020 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.