The effects of periodic informative instant messages on distance learners' perception of transactional distance

Abstract

This study examines the effects of periodic informative instant messages targeting to make distant learners feel less disconnected and more part of a group in addition to reducing course dropout rate and distance learners pereived transactional distance. These instant messages are suitable for automatization and they were sent to full time college students who takes several online courses periodically. All of these instant messages were designed either as a reminder, warning or advice. Probable impact of these instant messages was measured using the Perceived Transactional Distance Scale in Distance Education Environments (Horzum, 2011). This instrument measures five subscales which are; Dialog, Flexibility of Structure, Content Organization, Control and Learner Autonomy. An additional set of instant messages, targeting to make students have a sense that they are a part of a learning community, were also sent in order to influence distance learners’ perception of sense of community, was measured by using the Sense of Community Scale in Online Distance Education Environments (Ilgaz & Aşgar, 2009). The participants were both college and college level vocational students who were randomly assigned to four treatment groups and a control group (N=99). These instant messages were designed minimal impact on online course content and course dynamics. All messages were delivered to students’ smartphones by using a a popular messaging application. The general hypothesis, is that those students receive periodic informative instant messages will report a reduced perceived transactional distance and increased sense of community, was largely supported.