Moore's Theory Of Transactional Distance Research Articles

Transactional Distance Theory and Scaffolding Removal Design for Nurturing Students’ Autonomy

This paper prorposes eight design principles to nurture autonomy of college students, based on re-conceptualization of Michael Moore's Transactional Distance Theory (TDT). After proposed in 1970’s, TDT has been helping to concepturalize distance education in terms of psychological, not physical, distance among people involved. TDT, on the other hand, has been creating confusions and misinterpretations when utilized in the research and practices of distance education. COVID-19 has forced all educational practices to be offered as distance education, which made us realized the importance of student autonomy, when limited guidance could be offered. Utilizing the framework of TDT, this paper proposes eight ways to create and then withdraw scaffoldings to help learners more self-independent and autonomous.

Students’ Utilization of Distance Learning through an Interventional Online Module Based on Moore Transactional Distance Theory

Introduction:Online learning platforms potentially increase student engagement and interactivity, thus contributing toward enhancing students’ satisfaction with distance learning. The main aim of this research is to investigate the efficacy of an interventional online module based on Moore transactional distance theory on students’ learning autonomy and satisfaction regarding the utilization of distance learning.Materials and Methods:An experimental design was conducted with a stratified random sample of 100 students (50 control and 50 intervention) from the University College of Applied Sciences, Palestine. Three tools were applied in this study: the DELES instrument, which was given to the intervention group, another validated tool that was given to the control group and an achievement test that was introduced to both groups. The intervention included educational and training sessions that were given in the environment of online learning after the student’s baseline assessment.Results:It was noted that there was a significance difference in the domain of instructor support before and after the intervention within the intervention group. It was also observed that there was no significant difference (NSD) in the mean scores for students’ collaboration and interaction, satisfaction and learning autonomy within the intervention group before and after the intervention. Moreover, there was NSD in mean scores for remembering, understanding or application among two groups (control and intervention) before and after the intervention, whereas it was a significant difference in the mean analysis score among the intervention and the control group before and after the intervention.

Interpretive Structural Activity-based Mlearning Implementation Model of Undergraduate English Language Learning: A Theoretical Mapping

This paper aimed at describing how mobile learning (mLearning) could be incorporated in formal setting exemplified through developing an mLearning implementation model for English Language skills course among undergraduates. Based on Moore's transactional distance theory and Park's Pedagogical framework for mobile learning, the study adopted a hybrid NGT-ISM technique in developing the model via experts’ views. Mapping against the theories adopted, the model was further elaborated on how mLearning is implemented through language activities. The findings of the study could impact technology mediated education specifically on the implementation of mLearning as learners’ performance support in formal language learning at university undergraduate level.