1 / 21

Transactional Distance in Distance Learning: Theory, Issues and Impacts

Transactional Distance in Distance Learning: Theory, Issues and Impacts. Steve Wheeler University of Plymouth, UK. Nova Southeastern University, July 2003. In this presentation. Moore’s Theory of TD Current understanding Recent research Applications to Distance Education.

tanith
Download Presentation

Transactional Distance in Distance Learning: Theory, Issues and Impacts

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Transactional Distance in Distance Learning: Theory, Issues and Impacts Steve Wheeler University of Plymouth, UK Nova Southeastern University, July 2003

  2. In this presentation... • Moore’s Theory of TD • Current understanding • Recent research • Applications to Distance Education Nova Southeastern University, July 2003

  3. Moore’s Theory of TD TD is ‘the physical separation that leads to a psychological and communications gap, a space of potential misunderstanding between the inputs of instructor and those of the learner...’ (Moore, M. G., The American Journal of Distance Education, 5 (3), 1991) Nova Southeastern University, July 2003

  4. Moore’s Theory of TD • There is always TD in any learning environment. • Two key variables impact on TD • Dialogue - communication between teacher and learner • Structure - course elements, such as activities, learning outcomes and content. • As dialogue increases structure decreases Nova Southeastern University, July 2003

  5. TransactionalDistance • A function of: • Structure • Dialogue • In relation to student control/autonomy Nova Southeastern University, July 2003

  6. Dialogue • “Dialogue is the extent to which in any educational program, learner and educator are able to respond to each other” (Moore, 1983). • Information ‘richness’ • Response times - how quickly the teacher can reply to student queries • Relevance - to the course, the student’s needs and preferences Nova Southeastern University, July 2003

  7. Structure • Instructional design variables • Content • Outcomes • Activites • Methods • ‘Individualisation’ of the course materials and methods of delivery. • How well the course structure meets the needs of the individual Nova Southeastern University, July 2003

  8. Learner Control • Comprises three elements: • Independence - the opportunity to make choices • Competence - ability to participate in a learning situation • Support - accessibility of human and non-human resources (e.g. print, media, library) • (Baynton, M. The American Journal of Distance Education, 6 (2), 1992.) Nova Southeastern University, July 2003

  9. Recent TD Research • Systems Dynamics Model verifies dialogue and structure effects (Saba & Shearer, 1994). • Learner perceptions of quality/value are enhanced when dialogue is increased (Anderson & Garrison, 1995) • Comparative study (Biscoff, et al, 1996). • Remote learner needs study (Wheeler, etal,1999). Nova Southeastern University, July 2003

  10. Systems dynamics study(Saba and Shearer, 1994) • A mathematical equation was developed to explain the relationship between dialogue, structure and TD • The study also investigated learner and teacher control • Analysis of videotaped sessions (n=30) • TD varies according to dialogue and structure Nova Southeastern University, July 2003

  11. Group comparison study(Biscoff, Bisconer, Kooker & Woods, 1996) • Comparison between 2 groups (local and remote) • Determine the relationship between TD, dialogue and structure • Questionnaire study (n=221) • Dialogue and structure scores lower (and TD higher) in f2f group. • TD scores higher where no e-mail used Nova Southeastern University, July 2003

  12. Study of remote student needs(Wheeler, Vranch and Reid, 1999) • 2 groups of learners (f2f and DE, n=60) • Factor analysis of 22 item questionnaire • Analysis of variance between 5 layers of dialogue / tutor support • Remote learners expect (and receive) more dialogue / tutor support • Study to be extended longitudinally Nova Southeastern University, July 2003

  13. Results of study by Wheeler et al Nova Southeastern University, July 2003

  14. TD - Concept and Issues • TD cannot be measured in miles or hours - it is a psychological concept. • Is TD a potential problem for students? • Is TD a potential problem for teachers? • What about support media? Nova Southeastern University, July 2003

  15. TD - Implications for DE • Instructional design • Build in opportunities for dialogue • Create multiple modes of delivery • Delivery methods • Synchronous & Asynchronous • Peer networking • Response times Nova Southeastern University, July 2003

  16. The importance of TD research • TD creates uncertainty by increasing the potential for misunderstanding • TD evokes feelings of isolation • TD causes students to consider factors other than the course materials Nova Southeastern University, July 2003

  17. The importance of TD research • A reduction in TD enables students to: • increase understanding • reduce uncertainty • raise motivation • combat feelings of isolation Nova Southeastern University, July 2003

  18. The importance of TD research • TD is a useful explanatory framework to explain: • the nature of dialogue in DE • how students interact using various media/technologies • the qualitative difference between local and remote group ‘presence’ Nova Southeastern University, July 2003

  19. Distance tutorials • Achieving a ‘virtual’ presence • Importance of co-presence (social dimension of learning) • Engaging all students equally • Reducing misunderstandings • Ameliorating demotivation due to feelings of isolation Nova Southeastern University, July 2003

  20. Future research questions • Do teachers over compensate for remote learners when teaching local and remote groups simultaneously? • Can TD be influenced by media and technology? • Do some instructional methods reduce psychological distance better than others? • What about individual differences? Nova Southeastern University, July 2003

  21. University of PlymouthFaculty of Arts and Education Steve Wheeler Senior Lecturer in Distance Education swheeler@plymouth.ac.uk www.fae.plym.ac.uk/tele/tele.html Nova Southeastern University, July 2003

More Related