{"id":{"repo_id":"athabasca","oai_identifier":"oai:dt.athabascau.ca:10791/11"},"canonical_url":"https://search.dev.ndltd.org/etd/athabasca/oai:dt.athabascau.ca:10791/11","repository":{"repo_id":"athabasca","name":"Athabasca University","base_url":"https://dt.athabascau.ca/oai/request"},"display":{"title":"Medical students' experiences studying medicine in a distributed medical education network","abstract":"2011 May","abstract_html":"2011 May","abstract_has_math":false,"creators":["CYNTHIA F. KENYON"],"institution":"Athabasca University","degree_name":"Master of Distance Education (MDE)","degree_level":"master's","degree_discipline":"Centre for Distance Education","degree_department":null,"school":null,"contributors":["Jones, Tom (Centre for Distance Education, Athabasca University)","Crawford, Gail (Centre for Distance Education, Athabasca University)","Ives, Cindy (Centre for Distance Education, Athabasca University)","Lingard, Lorelei (University of Western Ontario)"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-16","date_published":"2011-05-16","updated_at":"2026-08-21T16:41:54Z","subjects":["medical education","distributed network","Videoconferencing","Student experience"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["TC-AEAU-"],"render_values":[{"text":"TC-AEAU-","href":null,"code":true}]}]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"source_record":{"url":"https://dt.athabascau.ca/oai/request?verb=GetRecord&metadataPrefix=oai_etdms&identifier=oai%3Adt.athabascau.ca%3A10791%2F11","prefix":"oai_etdms"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jones, Tom (Centre for Distance Education, Athabasca University)","Crawford, Gail (Centre for Distance Education, Athabasca University)","Ives, Cindy (Centre for Distance Education, Athabasca University)","Lingard, Lorelei (University of Western Ontario)"]},{"key":"dc:creator","label":"Author","values":["CYNTHIA F. 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Using a grounded theory approach, this study explored the experience of medical students studying remotely by VC. A convenience sample of 11 students participated in semi-structured interviews. Constant comparative analysis identified three emerging themes which were refined and verified by a focus group. The key themes were: the effect of VC on the students’ classroom experience, the development of a strong social cohesion between the students, and the impact on student learning. The participants adapted well to VC lectures but expressed reluctance to ask or answer questions in class. Participants felt they became more self-directed and better collaborative learners. Moore’s theory of transactional distance provides a possible explanation for these observations. High transactional distance was evident with less instructor-student interaction, more student-student interaction, and greater student autonomy. Understanding the transactional dynamics in the VC classroom will inform future research and faculty development."]},{"key":"dc:title","label":"Title","values":["Medical students' experiences studying medicine in a distributed medical education network"]}]}],"canonical_facts":{"dc:contributor":["Jones, Tom (Centre for Distance Education, Athabasca University)","Crawford, Gail (Centre for Distance Education, Athabasca University)","Ives, Cindy (Centre for Distance Education, Athabasca University)","Lingard, Lorelei (University of Western Ontario)"],"dc:creator":["CYNTHIA F. KENYON"],"dc:date":["2011-05-16"],"dc:description":["2011 May","Video-conferencing (VC) is a well established educational tool. Using a grounded theory approach, this study explored the experience of medical students studying remotely by VC. A convenience sample of 11 students participated in semi-structured interviews. Constant comparative analysis identified three emerging themes which were refined and verified by a focus group. The key themes were: the effect of VC on the students’ classroom experience, the development of a strong social cohesion between the students, and the impact on student learning. The participants adapted well to VC lectures but expressed reluctance to ask or answer questions in class. Participants felt they became more self-directed and better collaborative learners. Moore’s theory of transactional distance provides a possible explanation for these observations. High transactional distance was evident with less instructor-student interaction, more student-student interaction, and greater student autonomy. 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