Date
11-13-2025
Department
School of Education
Degree
Doctor of Philosophy in Higher Education Administration (PhD)
Chair
Sarah Pannone
Keywords
social work, online education, transactional distance, retention, engagement
Disciplines
Education | Social Work
Recommended Citation
Lathrop, Rachel A., "Bridging the Gap: A Phenomenology on Social Work Faculty Leaders' Insights on Transactional Distance in Online Courses" (2025). Doctoral Dissertations and Projects. 7640.
https://digitalcommons.liberty.edu/doctoral/7640
Abstract
The purpose of this transcendental phenomenological study was to understand social work faculty leader perceptions related to transactional distance’s impact on student engagement in online social work courses in Michigan. The theory guiding this study was Moore’s transactional distance theory, which was used in relation to examining faculty leaders’ perceptions of the perceived distance students may experience in the online learning space. The central research question posed was: “What are the perceptions of social work faculty leaders on transactional distance's impact on student engagement in online social work courses? Faculty perceptions were explored through qualitative data collection and analysis in the form of document analysis, journal prompts, and semi-structured interviews. This research resulted in valuable insights on faculty leader perceptions. Study results included that faculty perceptions of the impact of transactional distance elements on student engagement in online social work courses is largely impacted by the timing of online instruction, modality of instruction, student characteristics, online tools, instructional practices, institutional supports and training, and faculty stance on social work education.
