University Students’ Perceptions of the B-Learning Methodology

Transactional Distance Theory is conceptually significant in that the core nature of distance in distance education is not a geographical or temporal distance but a psychological or communicational distance between students and their teacher(s), as well as among students. In spite of the conceptual significance of the transactional distance theory, the interrelationships among the construct variables and propositions of the theory are unclear. The majority of studies on transactional distance theory either used the theory solely as a conceptual framework, or proposed the refinement of the theory. Literature review indicated that the theory was found to be invalid and unreliable. No measurements have been consistently used to measure transactional distance.;This study focused on the conceptual significance of transactional theory through the use of concepts and measurements from Communication Studies. This study made an effort to investigate Moore's theory of transactional distance with the concepts of 'immediacy' and 'solidarity,' which are often used in the field of Communication Studies. The operational definition of transactional distance between teacher and students (TDST) is students' perception of teachers' immediacy behavior and that of transactional distance among students (TDSS) is students' perception of the learner.;By providing a measurable communication variable as operational definition of transactional distance, this study showed the potential of transactional distance as a measurable variable in a theory. This study sampled seventy-nine Executive Master's of Business Administration (EMBA) students in videoconferencing classrooms. The findings indicated that offsite students who do not have their instructor in their classroom developed higher solidarity toward their classmates in the same site than onsite students whose instructors were present in their classroom. No significant association was found between student motivation and student perception of psychological distance toward their instructor or toward their classmates.

Dear editor-in-chief, The Future of Medical Education Journal The emergence of new theories of learning and education and a paradigm shift from being teacher-centered to student-centered alongside with advancement of novel communication technologies have set the grounds for modern human to use new methods of teaching-learning and free himself of the chains of time and place and keep on learning everywhere in accordance with his needs [1].The use of technology in education would reduce training costs, save time, increase opportunities for teaching-learning, increase academic success, and offer quick access to information. Therefore, in recent years, education policy makers in many developing countries including Iran, have paid a particular attention to e-learning. [2] Nowadays, the traditional methods are not enough for effective education of students. Internet and other electronic technologies have had a deep impact on traditional methods of education and brought forth new methods for effective education [1[. Distance education by changing education paves the way toward learner-centered education by the simultaneous access of the teacher and student to information and mutual relationship between the students and teachers, the quality of the course can be enhanced. Using new paradigms of educational services and access to IT can pave the ground for the increased autonomy and exchange of the teacher, learner and enhancement of participative learning [3[ IT progress with social changes has created new paradigms for organizational education. The considerable changes have great impact on educational systems. In this educational paradigm, the participants need suitable learning environment [4[. In recent decades, the change of educational behavior and the image of educational system are with the use of education content without any dependency on time and place and the access to information in different networks is with the less limitation and rapid learning [3]. Beriwills (2007) believes that distance education is performed when the teacher and the learner are encountered with physical distance and their relationship is performed by different technologies (press, telephone, Radio, TV, computer) to close the gap between them. These plans can create an opportunity for the adults in academic education to eliminate the barriers as the limitation of time, distance and disability. This type of education is useful to update the required knowledge of employees at their work place [5]. In comparison to traditional education system, distance education system has some features as centrality, learner-centered, time and place distance, individual learning and continuance. Distance education is based on new learning styles of students, planning and assessment. By this education, many people who cannot be present in traditional classes for different reasons or they attempt to go to their living place, can have flexible learning opportunities ignoring the geographical distance. This education method based on the present higher education requirements can be consistent with the needs of learners [3]. Distance education has three stages in terms of historical trend and the following features are considered for each of stages: The first generation is based on published texts and corresponding learning: the required institutes present distance education by post. One of the most important features of this generation of e-learning education is maximizing freedom and autonomy of learners and this educational system is called “Independent study system”. The second generation, the second generation was emerged with the invention of Radio in the first world war and TV in 1950s and the progress of audio-visual media and the global nature of these two medias. In this stage, besides the protection of the autonomy of learners, the cognitive learning theories were emerged to help the educational content designers to provide effective education. Third generation; this generation of distance education was emerged using computer in the curriculums. In this generation, human interaction is possible as simultaneous and non-simultaneous by computer and web-based networks and different learning theories are raised. In this generation, effective theories as the Industrial Model of Distance Education, Guided Didactic Conversation, Independence Autonomy, Transactional Distance, Control theory, Interaction theory, Sociocultural Context and Social Presence were emerged [3]. Most of distance education experts believe that distance education needs a new educational technique. This method is different qualitatively and it is formed based on the unique relationship between the teacher and student. Thus, the current distance education is not a good method and the learners don’t have any presence. This study aims to evaluate the role of social presence as an effective theory on distance education. Thus, in this study, social presence theory is evaluated. The e-learning users have found that this technology has potential capacities to support the participative learning experiences. This has caused that new challenges are created to create learning environments to meet the educational demands of technology. One of the challenges is the issue regarding similar experience of classroom. Also, the explorative social learning is evaluated [6]. The researches have shown that e-learning has not been more than words and image as learning in its best form is learning in explorative and social form. Thus, social presence theory is raised. Social presence is a concept that has its base in the telecommunications literature. Short, Williams, and Christie (7) developed social presence theory as a model for analyzing the social - psychological dimensions of mediated communication from a “social cues perspective” [8[. They defined social presence as “the degree of salience of the other person in the interaction and the consequent salience of the interpersonal relationships”. Short et al. [7[described social presence as a construct comprised of two concepts: intimacy [9[and immediacy [10[. Argyle and Dean asserted that intimacy in a communication medium is influenced by the factors of physical distance, eye contact, smiling, and personal topics of conversation. Short, et al. [7[, suggested that social presence should be added to the list of factors that contribute to intimacy of a communication medium. [11] Social presence is a complex structure. This complex structure includes privacy, social relationship, communication style, work nature, feedback and no medium [12]. Grison, Anderson and Archera (2000) defined social presence as the participation of learners in an explorative society as real people in emotional and social self-expression via communicative media [13]. The researches on higher education regarding social presence showed that social presence had significant impact on interaction, enhanced learning and motivation of students [8]. Tu et al., (2002) believe that social presence can increase interaction in online classes and has positive impact on learning levels [12]. Richardson and Saven (2003) in a study evaluated the relationship between social presence and performance of students. The results of study showed that social presence could predict the performance of students [14]. Three categories of social presence are identified in the model: expression of emotion, open communication, and group cohesion. Emotional expression includes humor and self-disclosure. Open communication consists of reciprocal and respectful exchanges. Examples of open communication are mutual awareness and recognition of each other’s contributions. Group cohesion refers to activities that foster a sense of group commitment and a sense of belonging [11[ Social presence is the learners’ participation in an explorative society as real people in emotional and social expression via communication media. Indeed, social presence is defined as belonging and acceptance in the group and by creating intimacy among the learners. Social presence can create education, participation, interaction, activity, motivation, increased learning, presence feeling and critical thinking effectiveness.Social presence is an important part of communication, whether at the bedside, in the community or even in the classroom. Instructors manifest their presence in a number of ways: in person, by telephone, or via the Internet. Although there are limitations and constraints in projecting social presence through technology, it can be done successfully. Social presence, which can promote learning interaction in online learning environments, is considered as an essential element for social learning. When learners perceive a high degree of social cues from other people, they will get a better perception of social presence. In order to facilitate learning interaction in online classrooms Based on the result of this study, it is recommended to the authorities of e-learning and distance education to be familiar with social presence in design of courses and apply the principles and by creating friendly learning environment can increase presence.

The existing research has indicated a link between gamified e-quizzes and interaction, while less attention is paid to the issue of how gamified e-quizzes are associated with three types of interaction including learner-instructor interaction (LII), learner-learner interaction (LLI), and learner-content interaction (LCI). Given that undergraduate social work students had lower levels of LLI and LCI than those with non-social work majors in China during the pandemic, this study examines whether gamified e-quizzes are related to three types of interaction directly and indirectly via online learning self-efficacy in undergraduate social work students. A series of mediation models was used to analyze data from 144 undergraduate social work students during the COVID-19 pandemic after considering gender and prior achievement. Empirical results revealed that gamified e-quizzes were predictive of online learning self-efficacy and LII. Online learning self-efficacy partially mediated the association between gamified e-quizzes and LII. Gamified e-quizzes were not directly but indirectly associated with LLI through online learning self-efficacy. The findings found that online learning self-efficacy fully mediated the relationship between gamified e-quizzes and LCI. Results suggest that the incorporation of innovative gamified e-quiz applications, such as Quizizz and Kahoot, into distance education and the frequent use of encouragement in online learning self-efficacy may be a promising approach to increasing three types of interaction among social work students.

Background: Medical education has experienced a significant shift from traditional teaching styles to online, distance, or electronic learning, which applies electronic technology to support teaching strategies and engage learners in the learning process more effectively. Objectives: This study aimed to investigate educators’ and trainees’ viewpoints on virtual education for community health workers (CHWs) at Kermanshah University of Medical Sciences. Methods: Using the census method, we conducted this cross-sectional study among 50 instructors and 150 CHW trainees of education programs at the Kermanshah University of Medical Sciences during 2020 - 2021. Educational materials were provided for learners virtually according to weekly scheduled programs. District Behvarz training center (DBTCs) tried to share educational videos during the period to provide practical training. In addition, clinical placements were considered for learners to facilitate gaining experience in the work environment. During the third trimester of a combined educational program, a 32-item questionnaire including six dimensions of educational design: Learner-instructor interaction, learner-learner interaction, course content, learning opportunities, and course evaluation was used to collect data. The tool was developed based on the criteria for evaluating the quality of e-learning in medical education mentioned by Hakimzadeh and Afandideh. Data was analyzed using SPSS software version 20.0. Results: The participants were quite satisfied with almost all aspects of education. According to the trainers’ and learners’ perspectives, the greatest and lowest scores were in learner-instructor and learner-to-learner interactions, respectively. Students’ scores on online education were higher. Conclusions: It is critical to move to hybrid courses and online learning to take advantage of virtual education and improve the learning process through learning strategies, as well as provide trainees with flexibility through distance learning.

The concept of Transactional Distance (TD) experienced in distance education has been recorded as a focal point in many studies examining its effects in various dimensions in different courses. However, there is scarcity of research on TD in relation to learner motivation in language learning. This exploratory case study investigated TD perceptions of EFL (English as a Foreign Language) undergraduates participating in distance education courses held at a Turkish university within the boundaries of CORONAPOLIS, an imaginary city which is under the threat and destructive effects of Covid-19 pandemic. Specifically, this study examined the effects of TD perceptions on the motivation of 87 EFL students. The data were collected through the participants’ informal self-reports and open-ended questions. The results of the content analysis showed that the participants had varying perceptions of the dimensions of TD; dialogue, structure and autonomy. The results also showed that they had different motivational experiences in relation to their perceptions. In the light of the results, some pedagogical implications are made.

Moore established transactional distance theory (TDT) to grasp transactional distance in the context of distance learning. Research using TDT in distance, open, and online learning environments has been undertaken. However, there are information gaps about what constitutes progress, future directions, and research deficits pertaining to TDT in the context of distance education. This systematic literature review (SLR) used PRISMA to analyze 42 papers to close the knowledge gap. Currently, TDT research in distance learning integrates various theories and models; nevertheless, there is a movement toward acceptance models and how to incorporate more relevant theories within the framework of distance learning. Future studies should integrate other aspects such as student motivation, student acceptance of technology, and student preparedness and desire to utilize technology in learning environments. As most research samples students, a research gap involving instructors and heterogeneous groups is proposed. It is projected that quantitative research will predominate in the future, leaving qualitative and mixed approaches as areas of investigation. This review illuminates the developments, future agenda, and research needs pertaining to TDT in the context of distance learning. It might serve as a foundation for future study on TDT in the context of distance, open, and online education.

There is a long history of study and recognition of the critical role of interaction in supporting and even defining distance education. Interaction has been identified as key to the success of distance learning. It is key in fostering, supporting and engaging in the learning process. Moore (1989) posits that the physical distance that exists in e-learning courses between the teacher and the students may result in a psychological and communicational gap between them. Such a gap will often impede the ability of the teacher and his or her students to achieve the desired level of understanding among them. In the light of this, teachers and students participating in distance-learning courses will generally require “special” behavioral patterns, which are designed to overcome the communication gaps resulting from the transactional distance. This study examined three key distances experienced by students enrolled in distance learning courses as predictors of perceived learner satisfaction. Through a survey analysis, the study sought to answer 3 key questions - to what extent is Leaner-Leaner Transactional Distance (LLTD) predictive of students’ perceived satisfaction (SPS) with a Distance Education (DE) course? Is Learner-Teacher Transactional Distance (LTTD) a predictor of students perceived satisfaction with the DE course? To what extent does Learner-Content Transactional Distance (LCTD) serve as a predictor of perceived learner satisfaction with a DE course? Subjects constituted of a random sample of 168 students enrolled for a Bachelor of education program in 2013 at the University of Nairobi, Kenya. A survey questionnaire measured the predictive constructs of the study namely, Learner-Learner Transactional Distance (LLTD), Learner-Teacher Transactional Distance (LTTD) and Learner-Content Transactional Distance (LCTD). Students’ perceived satisfaction (SPS) was measured by use of a ten item Likert scale instrument. Results of the study indicated the three variables were key predictors of students’ perceived satisfaction with DE courses.

The chapter describes four of the early, foundational theories of learning and teaching that underpin today’s open and distance learning in higher education: independent study, transactional distance, guided conversation, and adult learning. The first three of these theories have their roots in the education of the Greco-Roman world in which one of the primary goals was to inculcate the skills of learning in the learners in order to enable them to learn on own throughout their lives and to use a dialectical mode of examination and reflection to deepen understanding. By comparison, adult learning as we understand it today, with older learners seeking new knowledge, skills, attitudes or values through study groups, lectures and debates, only dates back to the 1800s. This chapter examines how these interconnected modes of learning and teaching have evolved into twentieth and twenty-first centuries.

As part of the drive to enhance students’ learning experiences and success for students pursuing the B.Ed Science programme through distance education at Mzuzu University (Mzuni), the Open and Distance Learning (ODL) Steering Committee of Mzuni introduced the field facilitation strategy in 2014 to provide additional academic support to such students off campus. There have been questions, though, regarding the effectiveness of this strategy in terms of enhancement of student learning and success. This study, therefore, sought to examine the current field facilitation strategy in the B.Ed Science programme under the ODL mode of delivery, with a view to proposing improvements that would be made to the field facilitation strategy so that it enables enhanced learning and success in Science and Mathematics at Mzuni. Efforts to improve the current field facilitation strategy have been informed by an empirically based understanding of the shortfalls and strengths of the existing field facilitation strategy for ODL students in the B.Ed Science programme. To enhance students’ learning and success for ODL students in resource-constrained contexts such as Mzuni and similar contexts, the study adopted a qualitative case study design guided by tools from the second generation of the Cultural Historical Activity Theory. Qualitative data was obtained in two phases, a contextual profiling phase and a modified Change Laboratory Workshop phase. The modified Change Laboratory Workshops were conducted through the social media application ‘WhatsApp’ rather than in person as is usually done. Qualitative data in the contextual profiling phase was obtained from three categories of participants, namely, Science and Mathematics lecturers, Science and Mathematics field facilitators, and Science and Mathematics students. The contextual profiling phase included surveys, focus group interviews, individual interviews with lecturers at Mzuni and the field facilitators from the five satellite learning centres of Mzuni, and document analysis. The contextual profiling data acted as the mirror data for the next phase of data generation (Change Laboratory Workshop phase). The findings indicated that the support currently rendered by field facilitators to ODL Science and Mathematics students was inadequate and consisted of a shallow mode of instruction focusing on v traditional ways of teaching and learning. This meant that the field facilitators focused on lecturing as a pedagogical strategy for supporting the learning of Science and Mathematics. This was largely because the support offered to field facilitators by Mzuni was inadequate and did not empower them to generate their own strategies of conducting field facilitation innovatively and creatively, which would in turn empower the students to engage actively and reflectively in their own learning activities. This was due to structural, historical and cultural tensions that existed in the larger system (the university system). The implementation of the field facilitation strategy was challenged by such conflicts in the university structure which manifested themselves in the smaller activity system (the field facilitation activity system) which is the focus of this study. Thematically, such conflicts included students’ attributes, institutional policies, institutional pedagogy and the material and digital divide which Mzuni has not harnessed to support field facilitation. The study further established that institutional sensitivity to the conflicts raised above would result in an improved field facilitation strategy as the conflicts at the higher level (university level) have an impact on what happens in the smaller systems, for example the ODL in general and the field facilitation activity system in particular. The improved field facilitation strategy was supposed to recognise ODL students as students in transit from the traditional face-to-face learning context to the novel ODL learning context. As such, the transitional period of study from secondary school to university, particularly to year one, required an intensive field facilitation support strategy, and thus greater institutional support for both field facilitators and students for enhanced learning experiences and success that would eventually result in improved students’ retention and throughput. The findings of this study will therefore inform all those involved in ODL, particularly those in resource-constrained contexts, to be conscious when implementing ODL innovations. Serious consideration of the contexts in which the innovations are to be implemented is critical.

Emergence learning during the COVID-19 pandemic was a challenging experience for many learners possibly due to the physical and psychological distance. This distance conceptualized as a transactional distance according to Moore’s theory is a critical issue in distance learning. Therefore, the present study attempted to (1) determine Saudi EFL students’ levels of perceived transactional distance in distance learning, (2) measure the impact of the interaction of course structure, dialogue and learner autonomy on Saudi EFL students’ perceived TD in distance learning during the COVID-19 pandemic (3) examine the effect of socio-demographic and environmental factors on their perceived transactional distance. By administering a multidimensional electronic (e-)survey to 189 students joining distance learning in a Saudi public university, the study provided evidence of learners’ high levels of perceived dialogue, structure, and autonomy, along with low levels of perceived transactional distance. The correlation analyses showed that dialogue, structure, and learner autonomy significantly and inversely correlate with learners’ transactional distance. The ANOVA analysis revealed that the interaction of dialogue and course structure significantly impacts the perceived transactional distance. Moreover, learners’ levels of perceived transactional distance varied according to their socio-demographic and environmental factors, specifically age, gender, university discipline/major and number of online courses taken by them. The study provides useful pedagogical implications for technology use in sustaining learners’ online learning experiences in terms of dialogue, structure and autonomy and in reducing their perceived transactional distance. Thus, the study is useful for promotion of the distance learning potentials in higher educational institutions.

Resilience, a pivotal construct in positive psychology, remains incompletely understood in its facilitation of learners' online engagement. This study aims to investigate the relationship between resilience, transactional distance, and Online Mathematics Learning Engagement (OMLE) among first-year university students. Utilizing a cross-lagged path analysis approach, the study surveyed 612 first-year students. Multiple models were constructed and compared to explore the mutual predictive relationships between resilience, transactional distance, and OMLE. Among the compared models, Model 4 demonstrated the best fit. The model revealed that: (1) resilience at Time 1 and Time 2 positively predicted transactional distance at Time 2 and Time 3; (2) transactional distance at Time 1 and Time 2 positively predicted OMLE at Time 2 and Time 3; (3) resilience at Time 1 significantly predicted OMLE at Time 3; and (4) transactional distance at Time 2 fully mediated the relationship between resilience at Time 1 and OMLE at Time 3. Furthermore, mediational model analysis confirmed that transactional distance played a mediating role in the longitudinal relationship between resilience and OMLE. Using a cross-lagged mediational model with 5000 bootstrap samples, the indirect effect of transactional distance on the relationship between resilience at Time 1 and OMLE at Time 3 was significant and remained stable over time. The findings suggest that resilience, as a positive psychological resource, stimulates students to seek and utilize protective resources in online environments, leading to more active participation in interpersonal communication and classroom interactions. Additionally, resilience helps students overcome emotional and practical difficulties encountered in online learning, thereby enhancing their OMLE. These insights offer valuable implications for educators, highlighting the potential to improve students' online learning engagement by fostering their psychological resilience.

BackgroundThe COVID-19 pandemic has precipitated an accelerated shift in education, moving from traditional learning to web-based learning. This transition introduced a notable transactional distance (TD) between the instructors and learners. Although disease control and staff and students’ safety are the top priorities during a pandemic, the successful delivery of education is equally crucial. However, the ramifications of this swift transition are particularly critical in the context of dental education. Dental education is inherently practice oriented, necessitating hands-on training and manual skills development, which poses unique challenges to distance learning approaches.ObjectiveThis study aims to examine dental students’ web-based learning satisfaction and experience of TD, investigate the predictors of web-based learning satisfaction, and explore the perceptions of students about the advantages and disadvantages of web-based learning.MethodsThis study explored the factors associated with web-based learning satisfaction using TD theory during the transition to web-based education. Psychological factors that could influence satisfaction were adapted from the health belief model. We conducted a cross-sectional web-based survey of 345 dental students from 2 institutions in South Korea who were enrolled in the spring semester of 2020. Data were collected between July 8 and September 14, 2020. Qualitative analysis was used to examine responses to open-ended questions concerning perceptions of web-based learning.ResultsA multivariate hierarchical linear regression model was used to analyze the effects of student characteristics, TD, and psychological factors (ie, perceived risk of infection and efficacy belief of web-based learning) on web-based learning satisfaction. The average score for web-based learning satisfaction was 3.62 (SD 0.84), just above the midpoint of the possible range (1-5). Self-regulated learning (β=0.08; P=.046), learner-instructor interaction (β=0.08; P=.03), and learner-content interaction (β=0.64; P<.001) were associated with higher levels of satisfaction. Moreover, a significant association was revealed between high efficacy beliefs in web-based learning (β=0.20; P<.001) and satisfaction. Although the learning structure (synchronous vs asynchronous) did not exhibit a significant association with satisfaction, the qualitative analysis results revealed that each structure possesses distinct strengths and weaknesses. The students in synchronous learning (79/345, 22.9%) recognized heightened autonomy in the “learning environment” (19/79, 24%); however, technical issues (28/79, 35%) and reduced concentration (15/79, 19%) were identified as downsides. Conversely, the students in asynchronous settings (266/345, 77.1%) emphasized unlimited access to learning content (74/266, 27.8%) and the flexibility of “learning in preferred time” (69/266, 25.9%). Nevertheless, challenges, such as self-management difficulties (66/266, 24.8%) and limited interactions (55/266, 20.7%), were evident.ConclusionsThe findings suggest that efforts to minimize TD, facilitating self-regulated learning and interaction among students and instructors, are critical for achieving web-based learning satisfaction. Moreover, establishing a common understanding among students regarding the necessity and efficacy of web-based learning during epidemics could enhance their satisfaction.

This qualitative study explored the lived experiences of Grade – 11 STEM students in mathematics using modular distance learning. With the aim of understanding the challenges, coping strategies, support systems, emotional factors, and perceived advantages associated with this learning modality, the research design employed a phenomenological approach. Data collection involved one-on-one interviews with 12 participants, and thematic analysis was utilized to identify common themes. The findings revealed challenges in understanding complex topics, managing the modular structure, and dealing with distractions and connectivity issues. Participants adapted through self-regulated learning, utilization of online resources, and independent learning strategies. The study highlighted the importance of teacher and parental support, effective guidance, and the promotion of positive emotional experiences. The advantages identified include access to information, flexible time management, and autonomous exploration of resources. The implications of these findings would contribute to the design and implementation of educational interventions, addressing challenges, and enhancing distance learning experiences. The study concluded by offering recommendations for educators, policymakers, and researchers to optimize distance learning programs and support student success.

The study explored accessibility of distance learning platforms used as catch up strategies amidst COVID-19 pandemic in rural areas at two selected secondary schools in Isoka district of Zambia. This study attempted to answer the research question ‘How accessible are the distance learning platforms used as catch up strategies amidst COVID-19 to learners in rural areas like those in Isoka district? The study employed a descriptive case study design following a qualitative approach. The study population comprised of grade 12 learners at Isoka boys’ and Muchinga secondary schools in Isoka district. Fifty (50) grade 12 leaners were purposively sampled to take part in the study. Qualitative data were collected using open-ended questionnaires and analysed thematically. Major findings of the study were that: (i) There was limited access to distance learning platforms used as catch up strategies during COVID-19 by some learners at the two secondary schools due to reasons such as; lack of technological devices and gadgets like smartphones, laptops, television sets and radio, unstable internet access, and insufficient power supply; (ii) There was no access to distance learning platforms at all, by some learners who literally had no gadgets and technological devices to use to access the online and broadcasted lessons. As a result, most of the learners experienced little or no learning through distance learning platforms used amidst COVID-19 pandemic. This study recommends that government in partnership with cooperating partners and other stakeholders should improve the internet access in rural areas. There is also need for the government through the ministry of education to find a way of providing rural schools with technological devices such as tablets, smartphones, laptops, and television sets so that learners can use them to access lessons through distance learning in case of predicaments such as COVID-19 pandemic.

R is becoming the standard for teaching statistics due to its flexibility, and open-source nature, replacing software programs like Minitab and SPSS. The main driver for reform within Scottish statistical undergraduate programs is the creation of the Scottish Qualification Authority’s Higher Applications of Mathematics course which has statistics as a core topic. The course saw R introduced into the Scottish high school curriculum for the first time from August 2021. This facilitates the need for R to be introduced into Higher Education courses at an earlier stage. In academic year 2021/22 we introduced RStudio into our first year introductory statistics class. This class is taken by students studying Mathematics, and those studying Biomedical Sciences. Both cohorts were surveyed in order to assess their anxiety and enjoyment of learning how to use R, with a goal of assessing any differences between the groups. We found that there was no association in software anxiety at the start of the class. However, as the class progressed the Mathematics students reported lower levels of anxiety compared to the Biomedical Sciences students. The Mathematics students seemed to enjoy the class more than the Biomedical Sciences students, thus, needing further investigation into enjoyment versus anxiety.