Abstract
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.DOI: 10.1080/0968776042000216219
Highlights
This paper describes a blended learning course which has attempted to apply Michael Moore’s theory of transactional distance
A Course Development Team (CDT), consisting of representatives from each college and a University-based development leader, was appointed and given responsibility for course development, with quality control provided by the University
Twenty-eight students enrolled at the start of the first year. To compound this disappointing start, one college recruited only three students, one of whom dropped out almost immediately followed by a second a few months later
Summary
Jon Dron*,a, Catharine Seidelb & Gabrielle Littenb aUniversity of Brighton, UK; bCrawley College, UK. Based on Moore’s theory of transactional distance, the course was explicitly designed to have dialogue at its heart. 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
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