Measuring transactional distance in web-based learning environments: an initial instrument development

Abstract

This study was an initial attempt to operationalise Moore's transactional distance theory by developing and validating an instrument measuring the related constructs: dialogue, structure, learner autonomy and transactional distance. Data were collected from 227 online students and analysed through an exploratory factor analysis. Results suggest that the instrument, in general, shows promise as a valid and reliable measure of the constructs related to transactional distance theory. Potential refinement of the instrument and future research directions are included at the end of the article.

Cultivating Teachers When the School Doors Are Shut: Two Teacher-Educators Reflect on Supervision, Instruction, Change and Opportunity During the Covid-19 Pandemic

“…In this paper, we use Moore's transactional distance theory as an analytical framework to review our work as teachers in an online setting. Transactional distance theory addresses teaching and learning in contexts other than typical face to face classrooms (Garrison, 2000;Gorsky and Caspi, 2005;Moore, 2012;Huang et al, 2015). In particular, Moore (2012) challenges us to look at and think about teaching and learning in separate locations "as a significantly different pedagogical domain" (p.67).…”

“…Transactional distance theory asks us to consider the interplay between teachers, students, and content in environments where the teachers and students are physically separated from one another (Moore, 2012). While the "distance" between students and instructors may be far apart, Moore's theory looks at the perceived psychological distance that is created by the interplay between the structure of a course and dialog with and among the students and instructors (Moore, 2012;Huang et al, 2015). As Gorsky and Caspi (2005) put it, "the essential distance in distance education is transactional, not spatial or temporal" (p.2).…”

“…Moore notes that the pedagogical constructs of structure and dialog are critical to diminishing students' perception of transactional distance in online courses (Garrison, 2000;Shannon, 2002;Falloon, 2011;Moore, 2012). Structure connotes how the course is designed, including objectives, teaching strategies, presentations, materials, and assessment (Garrison, 2000;Moore, 2012;Huang et al, 2015). The course structure can be rigid or flexible or move between the extremes based on the content, interactions between the student and or the needs of the students (Huang et al, 2015;Moore, 2012;Shannon, 2002).…”

“…Structure connotes how the course is designed, including objectives, teaching strategies, presentations, materials, and assessment (Garrison, 2000;Moore, 2012;Huang et al, 2015). The course structure can be rigid or flexible or move between the extremes based on the content, interactions between the student and or the needs of the students (Huang et al, 2015;Moore, 2012;Shannon, 2002). In order to offer variety and individualization that will best support each learner, the structure must be more forgiving (Huang et al (2015).…”

Transactional Distance Dialogic Interactions and Student Satisfaction in a Multi-Institutional Blended Learning Environment

“…Moore (1993) does not elaborate on learner-content interaction but acknowledges that course designers and their applied educational philosophies, resulting course design, and overall content determine both the quality and quantity of dialogue. It is worth noting that the facet of dialog/dialogic interaction designated as learner-content (Ekwunife-Orakwue & Teng, 2014; Mbwesa, 2014) is described by Xiaoxia et al (2015) as a structural rather than a dialogic component of transactional distance. It seems that there may be some ambiguity in the literature about how some components of certain elements of transactional distance are classified and considered by researchers.…”