Dimensions of “control” in distance education: A factor analysis

Transactional Distance in World Wide Web Learning Environments

“…In addition, 'learners need to possess the necessary skills to operate the mechanisms of the delivery systems before they can successfully interact with the content, instructor, or other learners' (Hillman et al, 1994, p. 32). Learners' skill in operating the delivery systems and using learning resources such as e-mail and the WWW have been found to affect the level of interaction that takes place in distance learning situations (Baynton, 1992;Williams, 1993 ).…”

Dimensions of educational transactions in a videoconferencing learning environment

“…This is largely because the concept of independence/self-directedness is a hallmark of adult education theory and an assumed characteristic of adult learners and because returning adults constitute an increasing proportion of the population of collegiate distance learners (Baynton 1992). Attempts to move beyond the focus on 'independence' in distance learning contexts have emphasized 'interdependence', that is, learners' tendency to retain appropriate dependency needs: for help, for approval and support, for leadership from others in areas in which they lack experience or expertise, and for sharing efforts and responsibility (Garland 1994).…”

Critical examination of factors affecting interaction on CMC

“…Instructors become facilitators, instead of information givers, during students' learning processes. To achieve the desired level of learner control, the three factors of control, independence, competence, and support [10], must be balanced.…”