Electronic Theses and Dissertations

Date

2025

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Education

Committee Chair

Craig Shepherd

Committee Member

Ayanna Perkins

Committee Member

Yeonji Jung

Abstract

In recent years, there has been an increase in providing training and professional development via online environments. Employees have reported positive and negative experiences with workplace training in online settings. This study examined whether Transactional Distance Theory sub-constructs Learner-Facilitator Interaction (LFI), Learner-Learner Interaction (LLI), and Learner-Content Interaction (LCI) predict learners' satisfaction with workplace training course outcomes and perceptions of professional development for individuals enrolled in a synchronous instructor-led online course (SILOC) offered through their employer. The utilization of Transactional Distance Theory provided a theoretical framework to address the structural, social, and psychological distance learners experience in distance education, which influences perceptions of online learning (Achuthan et al., 2024; Swart & MacLeod, 2021). This study was designed to address three gaps in the area of Learning and Development. The first gap addressed is the lack of research utilizing an educational theory to examine employee experiences with online workplace learning. Additionally, the study addresses how an educational theory can be utilized to predict employee satisfaction with course outcomes in an online course. Furthermore, the study addressed how perceptions of professional development can be assessed via an educational theory. The research instrument for the study consisted of Paul et al.'s (2015) Revised Transactional Distance Scale, Mourão et al.’s (2022) Professional Development Scale, and Zhang’s (2003) Overall Course Experience. The population for the study was clinical and non-clinical mid-level managers (N=98), employed at a large healthcare system located in the Midwest. The study employed a multiple regression analysis for survey data analysis. The results indicated that in an SILOC, LFIs have a predictive quality for course outcomes. In contrast, LFIs and LLIs have a predictive quality for professional development outcomes in a SILOC. The findings of this study demonstrated that L&D practitioners should evaluate online workplace learning via an educational theory, while also providing insight for instructional designers on how to design effective SILOCs using an educational theoretical framework. Furthermore, the study's results contribute to the literature in the area of L&D by identifying which TD sub-constructs predict employees’ experiences in SILOC workplace-learning environments to increase employees’ satisfaction with online learning as well as perception of professional development. The findings from this study have practical implications for practitioners in the Learning and Development field to address the experience of transactional distance in online workplace learning to increase satisfaction with online training and perceptions of professional development.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest.

Notes

Open Access

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