Pedagogical Design Factors That Enhance Learning in Hybrid Courses: A Contribution to Design-Based Instructional Theory

Abstract

Our study develops a conceptual framework that integrates the theory of transactional distance with the community of inquiry framework. With data from six pilot hybrid courses in San Francisco State University’s Master of Public Administration program, we apply the Blended Learning Distance Mediation (BLDM) framework to explore how technologically enhanced activities mediate transactional distance. The results support the theory of transactional distance and add insights about how technologically enhanced activities can create active learning environments that promote student success and satisfaction in hybrid courses. Low structure along with high levels of dialogue and learner autonomy helped promote student satisfaction. We conclude that the BLDM framework holds promise for design-based instructional theory development and merits systematic empirical testing. In the meantime, we provide practical implications for its use by instructors and program directors interested in hybrid pedagogy.