Theory+of+Independent+Study+and+Transactional+Distance

= **Theory of Independent Study and Transactional Distance** =

Watch this voice thread to find out the BASICS of Independent Study and Transactional Distance. Enjoy!

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=Considerations for Instructional Design= In planning distance education courses, instructors must consider the **types** of student interaction, as well as the **nature** of student interaction.  ** Types of interaction: ** teacher-student student-student student-content The following considerations surrounding the **nature** of interaction, then, should be applied to analysis of each //type// listed above: The **//medium//** of dialogue (synchronous or asynchronous audio, video, text) is one of several significant contextual factors that impact student learning.
 * ** Dialogue ** || ** Structure ** || ** Autonomy ** ||
 * * Frequency
 * Quality
 * Resolution of Issues || Degree of rigidity and flexibility concerning:
 * Goals
 * Model
 * Assessment
 * Accomodation of needs || * Perceived by learners
 * Dependent on dialogue and structure ||

Other contextual factors include:
 * the number of students involved in the interaction
 * the direction of communication: one-way, two-way
 * the content included in the interaction: chosen by teacher and/or student
 * the emotional environment of the teacher and instructor
 * research also suggests that social and historical factors should also be considered when assessing dialogue

According to **[|Moore]**, the following are **structural** processes that should be considered by distance educators:
 * Presentation (information, demonstrations, and models)
 * Support of the learner’s motivation
 * Stimulate analysis and criticism
 * Give advice and counsel
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Arrange practice, application, testing, and evaluation
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Arrange for student creation of knowledge

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 27px;">Much of Moore's work considers the characteristics and elements of **independent study** within his theoretical framework.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 27px;">**Learner autonomy** is the third category describing the nature of interaction, though it is largely focused on the nature of the learner, and his/her potential to undertake independent learning.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 27px;">Learner autonomy concerns the degree to which the student **determines individual goals**, //so as transactional distance increases, the learner also must exhibit increased autonomy//.

=Strengths and Weaknesses of distance learning as seen through the lens of Moore's theory=

For the purpose of this assignment, we looked at strengths and weaknesses as they pertain to distance learning viewed through the lens of Moore’s theory of independent study/transactional distance. Though a comparative analysis may yield strengths and weaknesses of Moore’s theory itself in relation to other theories, the focus here is on how to best apply Moore’s theory to a distance learning environment. Therefore, the merits of the theory itself are accepted for the purpose of this presentation.


 * Strengths** include elements that have high potential to lead to student success in a distance learning environment. **Weaknesses** include elements that have a high potential to prohibit student success in a distance learning environment. **Challenges** are areas that are neither strengths nor weaknesses, but, rather, are obstacles individual students may need to overcome in order to best find success.


 * **Strengths** || **Weaknesses** || **Challenges** ||
 * Creates a working space in which online learners can construct own learning || Constant changes in technology can require a lot of background knowledge in order to best manage the work space || Confusion about technology ||
 * Shared responsibility/teamwork ||  || Finding an individual voice/presence ||
 * Provides flexibility to choose time/place for interactions || Too much flexibility in the schedule can allow learning to take a “back seat” to other priorities ||  ||
 * Fluid, not fixed…strong instructor presence at beginning, can back off || Students who are not actively engaged/self-starters may not get as much benefit from course || Transition away from teacher dependency ||

Some aspects can be both strengths and weaknesses. Moore’s theory suggests that the greatest benefit in distance learning comes when all of the interaction elements (teacher-student, student-student, and student-content) are equal in proportion. An overload in one area will take away from the other interactions. Teachers and students engaging in online learning should be aware of the different types of interactions and work to include all three in their teaching and learning.

=Voice Thread: Anecdotal evidence of Moore's theory (partially) in practice in Kelly Flanigan's hybrid College Prep Comp/Lit classes from the 2010-2011 school year.= media type="custom" key="9877561"

=Podcast: One Learner's Reflection on Experiencing Transactional Distance= media type="custom" key="9880141" = = =**Bibliography / References**=

<span style="background-color: transparent; color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none; vertical-align: baseline;">Benson, R., & Samarawickrema, G. (2009). Addressing the context of e-learning: using transactional distance theory to inform design. Distance Education, 30(1), 5-21. doi:10.1080/01587910902845972 <span style="background-color: transparent; color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none; vertical-align: baseline;">Chen, Y. (2001). Dimensions of transactional distance in the world wide web learning environment: a factor analysis. British Journal of Educational Technology, 32(4), 459. Retrieved <span style="background-color: transparent; color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none; vertical-align: baseline;">from EBSCOhost. <span style="background-color: transparent; color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none; vertical-align: baseline;">Falloon, G. (2011). Making the connection: Moore’s theory of transactional distance and its relevance to the use of a virtual classroom in postgraduate online teacher education. Journal ofResearch on Technology in Education, 43 (3), 187-209. Retrieved from EBSCOhost. <span style="background-color: transparent; color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none; vertical-align: baseline;">Garrison, R. (2000). Theoretical Challenges for Distance Education in the 21st Century: A Shift from Structural to Transactional Issues. The International Review Of Research In Open And Distance Learning, 1(1), Article 1.1.2. <span style="background-color: transparent; color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none; vertical-align: baseline;">Gorsky, P., & Caspi, A. (2005). A critical analysis of transactional distance theory. Quarterly Review of Distance Education, 6(1), 1-11. Retrieved from EBSCOhost. <span style="background-color: transparent; color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none; vertical-align: baseline;">Haijun, K., & Gyorke, A. S. (2008). Rethinking distance learning activities: a comparison of transactional distance theory and activity theory. Open Learning, 23(3), 203-214. doi:10.1080/02680510802420050 <span style="background-color: transparent; color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none; vertical-align: baseline;">Moore, M. (1972). Learner autonomy: The second dimension of independent learning. Convergence, Fall: 76-88. <span style="background-color: transparent; color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none; vertical-align: baseline;">Moore, M. "Theory of transactional distance." Keegan, D., ed. "Theoretical Principles of Distance Education (1997), Routledge, pp. 22-38. <span style="background-color: transparent; color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none; vertical-align: baseline;">Moore, M. (1973). Towards a theory of independent learning and teaching. Journal of Higher Education, 44: 661-679. <span style="background-color: transparent; color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none; vertical-align: baseline;">Shank, P. (2006). Activities Aren't Optional. Online Classroom, 4-5. Retrieved from EBSCOhost. <span style="background-color: transparent; color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none; vertical-align: baseline;">Shearer, R.L. (2010). Transactional Distance and Dialogue in Online Learning. Board of Regents of the University of Wisconsin System. <span style="background-color: transparent; color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none; vertical-align: baseline;">Stein, D. S., Wanstreet, C. E., & Calvin, J. (2009). How a novice adult online learner experiences transactional distance. Quarterly Review of Distance Education, 10(3), 305-311. Retrieved from EBSCOhost.