Transactional Distance in a Blended Learning Environment
Association for Learning Technology Journal Volume 12, Number 2, ISSN 0968-7769
This paper presents a case study that describes and discusses the problems encountered during the design and implementation of a blended learning course, largely taught online through a web-based learning environment. Based on Moore's theory of transactional distance, the course was explicitly designed to have dialogue at its heart. However, the reality of systemic behaviours caused by delivering such a course within a group of conventional further and higher educational institutions has led to an entirely unanticipated reversion to structure, with unpleasant consequences for both quality and quantity of dialogue. The paper looks at some of the reasons for this drift, and suggests that some of the disappointing results (in particular in terms of the quality of the students' experience and associated poor retention) can be attributed to the lack of dialogue, and consequent increase in transactional distance. It concludes with a description and evaluation of steps currently being taken to correct this behaviour. (Contains 2 figures.)
Dron, J., Seidel, C. & Litten, G. (2004). Transactional Distance in a Blended Learning Environment. Association for Learning Technology Journal, 12(2), 163-174.
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Promoting distance learners’ cognitive engagement and learning outcomes: Design-based research in the Costa Rican National University of Distance Education
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The International Review of Research in Open and Distributed Learning Vol. 15, No. 6 (Oct 22, 2014)
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