Reducing Transactional Distance in Online and Blended Courses Through the Use of a Closed Social Media Platform

The purpose of this study was to evaluate the effectiveness of a closed social media platform as an online tool to facilitate interactions among students and faculty participating in online and hybrid courses at a public university in North Texas (n？=？330). Survey methods were used to measure undergraduate and graduate students’ perceptions of the platform. Variables included demographic information as well as perceptions of a social media platform, Ning’s 13 tools of interaction. Descriptive as well as regression and factor analyses were used to analyze relationships and group differences among the variables. Qualitative measures explored participants’ perceptions of the social media platform and how platform organization, participant autonomy, and dialogue influence participant interactions and dialogue. The results provide evidence to support the use of closed social networks as tools to enhance students’ engagement, interaction, and social presence as well as to reduce transactional distance in online and blended learning environments