Theory+of+Transactional+Distance

=//**Theory of Transactional Distance**// =


 * The Theory According to Moore (1997) -** Distance education is not just separation of learners, but a pedagogical concept defining the relationships between learners and teachers when separated by space or time. This psychological and communications space, which creates the potential for misunderstandings, is the transactional distance. Even face-to-face and blended learning environments have transactional distance due to the variables among communication spaces.

**Considerations Regarding Transactional Distance**


 * Dialogue -** Interactions between students and/or instructors that are positive, purposeful, constructive, valued, and help with student understanding (Moore, 1997). The type and frequency of communications media used to establish dialogue can help minimize the transactional distance (Moore, 1997; Moore & Kearsley, 2005). For example, conferencing platforms would help facilitate more dialogue than recorded media (Moore, 1997). Additionally, dialogue is influenced by the level and quality of learner's and teacher's participation, as well as the content (Moore, 1997).


 * Structure** - Use of course design elements that facilitate implementation of a variety of communications media for instructional delivery (Moore, 1997; Moore & Kearsley, 2005). A structure may be rigid or flexible regarding instruction and evaluation, as well as how it accommodates or responds to learners' needs (Moore, 1997). Pre-determined content promotes a rigid structure (Moore, 1997). Incorporating dialogue helps to create a looser structure, which decreases transactional distance (Moore, 1997; Moore & Kearsley, 2005). According to Moore (1997) these aspects of a distance education course must be structured:
 * presenting information.
 * supporting learner's motivation.
 * stimulating analysis and criticism.
 * giving advice and council.
 * arranging practice, application, testing and evaluation.
 * arranging for student creation of knowledge.

Selection and integration of communications media should consider presentation, motivation, analytic and critical development, application and evaluation, and learner support (Moore, 1997). A combination of medium that incorporates dialogue and structure will help to support the learner and to overcome transactional distance (Moore, 1997). "Components of structured courses are clear expectations, concrete deadlines with some flexibility, outlines of course requirements, time sheets, and study guides" (Cavanaugh & Clark, 2007).


 * Learner Autonomy** - Tighter structure and fewer opportunities for dialogue provide more autonomy for the learner (Moore, 1997; Moore & Kearsley, 2005). Autonomy allows learners to be independent and share responsibility for their own learning; a self-directed learner (Moore, 1997). It refers to the extent to which the learner determines learning goals, experiences, and evaluation (Moore, 1997).

**Avoiding Transactional Distance**
According to Moore (1997) successful distance teaching is contingent upon providing an appropriate level of dialogue and adequately structured learning materials. "In practice this becomes an extremely complex matter, because what is appropriate varies according to content, level of instruction, and learner characteristics, especially the optimum autonomy the learner can exercise. Much time and creative effort, as well as understanding of the characteristics of the learner population, have to be devoted to identifying the extent of structure needed in any programme, and in designing appropriately structured presentations and interactions. Much skill is needed to facilitate the degree of dialogue that is sufficient and appropriate for particular learners. To overcome transactional distance in these ways by appropriate structuring of instruction and appropriate use of dialogue is very demanding. It requires the engagement of many different skills and it requires that these skills are systematically organized and deployed. It requires changes in the traditional role of teachers and provides the basis for selecting media for instruction" (Moore, 1997).

**Discussion Forum**
include component="comments" page="Theory of Transactional Distance" limit="10"

**References**

 * 1) Cavanaugh, C. & Clark, T. (2007). The landscape of K-12 online learning. In Cavanaugh, C. & Blomeyer, R. (Eds.), //What works in K-12 online learning.// Washington, DC: International Society for Technology in Education.
 * 2) Moore, M. (1997). Theory of transactional distance. In Keegan, D. (Eds.), Theoretical principles of distance education (pp. 22-38). New York, NY: Routledge. @http://www.aged.tamu.edu/research/readings/Distance/1997MooreTransDistance.pdf
 * 3) Moore, M. & Kearsley, G. (2005). Distance education: A systems view. Belmont, CA: Wadsworth.