Mindset has been studied in multiple traditional school settings, but its interaction with transactional distance in a virtual school environment is missing from the current research. This dissertation explores the experiences of students and learning coaches in a virtual high school through a series of interviews in order to present a better understanding of how students and learning coaches perceive the role of mindset and transactional distance in their interactions with each other, the content, and the teacher. The case study design applied the lenses of Transactional Distance Theory and Mindset Theory to descriptive coding of interview transcripts and relevant documents and concluded that transactional distance, while at least partially constructed by the student and enabled by the learning coach, contributes to the student’s sense of isolation, the student’s reliance on the learning coach, the increased need for a student to be able to function autonomously and exhibit a growth mindset, and the increased demands on the learning coach above what was initially intended in the virtual model design for that role.
","abstract_html":"<p>Mindset has been studied in multiple traditional school settings, but its interaction with transactional distance in a virtual school environment is missing from the current research. This dissertation explores the experiences of students and learning coaches in a virtual high school through a series of interviews in order to present a better understanding of how students and learning coaches perceive the role of mindset and transactional distance in their interactions with each other, the content, and the teacher. The case study design applied the lenses of Transactional Distance Theory and Mindset Theory to descriptive coding of interview transcripts and relevant documents and concluded that transactional distance, while at least partially constructed by the student and enabled by the learning coach, contributes to the student’s sense of isolation, the student’s reliance on the learning coach, the increased need for a student to be able to function autonomously and exhibit a growth mindset, and the increased demands on the learning coach above what was initially intended in the virtual model design for that role.</p>","abstract_has_math":false,"creators":["Kremer, Katrina"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Marilyn Newell","Jessica Branch","Kristin Cuilla"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-05-01T07:00:00Z","date_published":"2019-05-01T07:00:00Z","updated_at":"2026-07-24T05:21:18Z","subjects":["Educational Leadership","Online and Distance Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/theses/209","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Marilyn Newell","Jessica Branch","Kristin Cuilla"]},{"key":"dc:creator","label":"Author","values":["Kremer, Katrina"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-05-13T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Leadership","Online and Distance Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/theses/209"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Mindset has been studied in multiple traditional school settings, but its interaction with transactional distance in a virtual school environment is missing from the current research. This dissertation explores the experiences of students and learning coaches in a virtual high school through a series of interviews in order to present a better understanding of how students and learning coaches perceive the role of mindset and transactional distance in their interactions with each other, the content, and the teacher. The case study design applied the lenses of Transactional Distance Theory and Mindset Theory to descriptive coding of interview transcripts and relevant documents and concluded that transactional distance, while at least partially constructed by the student and enabled by the learning coach, contributes to the student’s sense of isolation, the student’s reliance on the learning coach, the increased need for a student to be able to function autonomously and exhibit a growth mindset, and the increased demands on the learning coach above what was initially intended in the virtual model design for that role.
"]},{"key":"dc:title","label":"Title","values":["The Impact Of Student Mindsets In The Virtual Math Classroom"]}]}],"canonical_facts":{"dc:contributor":["Marilyn Newell","Jessica Branch","Kristin Cuilla"],"dc:creator":["Kremer, Katrina"],"dc:date.available":["2019-05-13T07:00:00Z"],"dc:description.abstract":["Mindset has been studied in multiple traditional school settings, but its interaction with transactional distance in a virtual school environment is missing from the current research. This dissertation explores the experiences of students and learning coaches in a virtual high school through a series of interviews in order to present a better understanding of how students and learning coaches perceive the role of mindset and transactional distance in their interactions with each other, the content, and the teacher. The case study design applied the lenses of Transactional Distance Theory and Mindset Theory to descriptive coding of interview transcripts and relevant documents and concluded that transactional distance, while at least partially constructed by the student and enabled by the learning coach, contributes to the student’s sense of isolation, the student’s reliance on the learning coach, the increased need for a student to be able to function autonomously and exhibit a growth mindset, and the increased demands on the learning coach above what was initially intended in the virtual model design for that role.
"],"dc:identifier":["https://dune.une.edu/theses/209"],"dc:subject":["Educational Leadership","Online and Distance Education"],"dc:title":["The Impact Of Student Mindsets In The Virtual Math Classroom"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:18Z"}