Fostering a transactional presence: a practical guide to supporting work-based learners

The paper provides an assessment of the approach to delivering a foundation degree, via blended learning, for part-time students working in educational management and administration. Course development was informed by Transactional Distance Theory, empathetic tutoring and meeting the needs of adult, work-based learners with the main desire being to foster a Transactional Presence amongst students. The choice of this construct is outlined and justified. Course structure, delivery, assessment and support mechanisms are explored and analysed including consideration of the effective use of educational technologies. An evaluation of the impact of the course on the participants and the workplace gives a first hand account of the student experience of distance and blended learning, leading the paper to suggest that the blended learning delivery model ensures students feel connected to tutors, peers and the university and that the quality of dialogue is more important than the quantity of interactions.