Transactional distance and connectivism learning theories during crisis times

Abstract

ABSTRACT The abrupt transition from face-to-face classes to online learning in March 2020 occurred due to the COVID-19 pandemic. The physical distance between students and teachers led to changes in interactions. This case study explored the implications of online learning during times of crisis by examining teachers’ and students’ experiences of the online platform. The study utilised a qualitative approach, with three junior and high schools participating. Thirteen teachers were interviewed, and 27 students participated in three focus groups, one from each school. Three main themes were identified: Curriculum structure and student autonomy, Dialogue between teachers and students, and Social distance. Findings indicate a gap between pedagogy and technology, expressed through a non-flexible structure, low dialogue, and a high Transactional Distance. Autonomy is a core variable of Transactional Distance Theory and Connectivism Theory, relying on the learner rather than the teacher to determine goals and learning experiences. However, teachers reported using autonomy to vary their teaching approaches. At the same time, students felt uncertain about how to cope with the autonomy given to them and even perceived neglect from their teachers. The findings emphasize the importance of teacher-student interaction, flexible structure, and autonomy that aligns with learners’ abilities.