Dimensions of educational transactions in a videoconferencing learning environment

Abstract

Moore's Theory of Transactional Distance suggests that dialogue, structure, and learner autonomy are the key elements delineating the educational transaction in distance learning environments. However, the conceptualizations of these concepts in a telecommunication era have not been systematically addressed. By investigating 121 learners' experiences with videoconferencing, this study identified the dimensions (factors) constituting dialogue, structure, and learner autonomy in such a learning environment. Exploratory factor analysis using a principal axis factor method was carried out. It was concluded that each of these three concepts represented multifaceted ideas. Dialogue consisted of three dimensions: in-class discussion, out-of-class electronic communication, and out-of-class face-to-face interaction. Structure contained the dimensions of course organization and course delivery. Learner autonomy was comprised of independence and interdependence. The results of this study can inform videoconferencing researchers and practitioners of the factors of the educational transaction that should be considered in videoconferencing courses.

Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning

“…It may be that students making these comments perceive a lack of stimulus due to the loss of nonverbal communication and the lack of physical contact with their peers and instructor. Student responses in this project affirmed the work of Chen and Willits (1999) and Jung (2001), who show the value of supporting effective forms of interaction between learner-instructor, learner-learner, and learner-content. Student experiences in our virtual classrooms demonstrated that varied processes of real-time communication, which are sensitive to individual learning preferences, positively affected some student involvement in online learning.…”

“…In online contexts, instructors must strive to optimize interaction between learner-instructor, learner-learner, and learner-content through effective modes of communication (Chen & Willits, 1999;Jung, 2001;Moore, 1993). The facilitation of dialogue involves an evaluation of the opportunities for dialogue as well as an analysis of the quality of the dialogue that occurs.…”

IRRODL Volume 5, Number 3

“…In the studies researched by Berge and Mrozowski, researchers used a variety of techniques for conducting distance education research, incorporating a variety of investigative techniques and few formal experimental or quasi-experimental designs. For example, student self-reporting, (Fulford and Zhang, 1993;Gunawardena, 1995), extensive interviewing of students (McDonald and Gibson, 1998), conversation and discourse analysis (Chen and Willits 1999;Tsui and Ki, 1996;Saba and Shearer, 1994), or a combination of these methods, were often used to collect the necessary data. Furthermore, these studies typically focused on a smaller group of subjects and took a deeper look at the subjects' verbal and written behaviours.…”

Educación a Distancia para Docentes de Inglés como Lengua Extranjera: Percepciones sobre el Apoyo al Estudiante

“…Cognitive speed theory (Fulford & Zang, 1993), social presence theory (Gunawardena, 1995), group development (McDonald & Gibson, 1998), and interaction (Chen & Willis, 1999) are examples of the theories and concepts investigated. In the new lines of research, methods such as surveys, interviews, conversation and discourse analysis were used to collect data from smaller samples.…”