Revisiting Transactional Distance Theory in e-Learning Environment during COVID-19: Perspective from Computer Science Students

Batita, Maurish S. R.; Chen, Yau-Jane

doi:10.18178/ijiet.2022.12.6.1652

Cited by 6 publications

(5 citation statements)

References 25 publications

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“…Similar to previous studies conducted during the pandemic (Batita & Chen, 2022; Sevnarayan, 2022), the current research revealed that both TDT and CLT emphasize the significance of learner autonomy and social context in the learning process. The findings reveal that teachers provided limited guidance to create autonomous learners.…”

Section: Discussion Recommendations and Limitationssupporting

confidence: 86%

Zooming into the Future: Implementing Theory into Practice for Educational Crisis Times

Ayalon,

Aharony

2023

Proceedings of the Association for Information Science and Tech

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The abrupt transition from face‐to‐face classes to online learning during March 2020 occurred as a result of the Covid‐19 pandemic. Teachers were forced to shift to online teaching with no prior training, while students had to adapt to a new learning format. The physical distance between students and teachers led to changes in interactions. The current study examines the instructional approaches used for online teaching and learning during the Covid‐19 crisis. The research focuses on using the Covid‐19 pandemic as a case study to explore crisis events and their impact on education system. The study uses a qualitative approach, with three junior and high schools participating. Thirteen teachers were interviewed, and 27 students participated in three focus groups, one from each school. The study's theoretical framework is based on the Transactional Distance Theory (TDT) and the Connectivism Learning Theory (CLT). The main finding focuses on teachers' use of autonomy to vary their teaching approaches, while students felt they did not know how to cope with the autonomy given to them and even felt neglected by their teachers. Therefore, in order to strengthen learners' autonomy, teachers need to design and monitor the scaffoldings by both structure (curriculum) and dialog (teacher‐student and student–student).

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Section: Discussion Recommendations and Limitationssupporting

confidence: 86%

Zooming into the Future: Implementing Theory into Practice for Educational Crisis Times

Ayalon,

Aharony

2023

Proceedings of the Association for Information Science and Tech

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“…Both male and female students' perceptions of the TD were not high. Similarly, there are studies in which gender does not pose a significant difference (Bayır & Mahiroğlu, 2017;Batita & Chen, 2022;Bolliger ve Halupa, 2018;Horzum, 2011;Horzum, 2015;Huang et al, 2016;Karakuş & Yanpar-Yelken 2020;Lenear 2006;Rabinovich, 2009;Üstün, 2021;Vasiloudis et al ,2015). According to Gavrilis et al (2020), on the other hand, men's perceptions of transactional distance are lower.…”

Section: Discussion Conclusion Recommendationsmentioning

confidence: 99%

“…As a result of the study, the importance of TD in increasing learner participation was emphasized. Batita & Chen (2022), in their study, examined students' transactional distance perceptions. At the end of the study, tarnsactional distance perceptions were refined in terms of dialogue, structure, and learner autonomy and it was determined that age, gender, and program of study had no effect on operational distance perception.…”

Section: Introductionmentioning

confidence: 99%

The Relationship BetweenThe Perception of Transactional Distance, Perceived Learning and Course Attendance

ÖZKARA>

2023

akef

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In this study, the transactional distance (TD) perception of a total of 435 students, who took all their courses in the distance learning environment in the first year and continued some of their lessons in this way in the second year, was determined despite being a formal education student due to Covid-19. The transactional distance perceptions were examined according to demographic characteristics and the relationship between the student's transactional distance perceptions and perceived learning and course attendance were investigated. Survey model was used in the study. “Perceived Distance Scale in Blended Learning Environments”, “Perceived Learning Scale” and “students attendance chart” in the student information system of the school were used to collect data. It was seen that the students' perception of TD was not high, and the perception did not change according to gender. It was determined that the dialogue perceptions of the "Transportation and Traffic Services" students participating in the study were higher than the "Computer Programming" students. While a significant and positive relationship was observed between students' TD perceptions and their perceived learning scores, no relationship was found with their attendance to the course. In order to make students' perceptions of transactional distance even lower, a proposal was made to increase the awareness of the instructors in the sub-dimensions of Transactional Distance.

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“…This approach can offer benefits such as improved collaboration, engagement, and student autonomy [6][7][8]. However, teachers also face challenges such as acquiring technical skills [9,10], preparing digital teaching resources, and managing potential student distractions [11,12]. The integration of e-learning into traditional educational environments can offer numerous benefits, Teachers are responsible for guiding students through digital programs, using educational tools and technologies to enhance the learning experience.…”

Section: Introductionmentioning

confidence: 99%

Environmental Health and E-Learning: Effects on Students and Teachers

Bentaleb,

Boudine,

Ameur

et al. 2024

E3S Web Conf.

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The optimal environment is a major factor that guarantees the integration of digital technologies in the field of education it has many benefits, such as access to varied and interactive educational content, as well as the ability to personalize educational resources based on individual student needs. However, uncontrolled immersion in these teaching methods can lead to psychological problems for both learners and teachers. It, therefore, becomes essential to adjust digital learning supports to create healthy environments, not only psychologically, but also environmentally. It is imperative to design e-learning platforms that respect the environment. thus, minimizing their ecological footprint. The study proposes to measure the constraints and obstacles linked to environmental health that prevent teachers from practicing digital teaching to improve the quality of teaching/learning through an online questionnaire survey completed by teachers in the city by Sidi Slimane. The results were analyzed using the Statistical Package for Social Sciences (SPSS).

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Revisiting Transactional Distance Theory in e-Learning Environment during COVID-19: Perspective from Computer Science Students

Cited by 6 publications

References 25 publications

Zooming into the Future: Implementing Theory into Practice for Educational Crisis Times

Zooming into the Future: Implementing Theory into Practice for Educational Crisis Times

The Relationship BetweenThe Perception of Transactional Distance, Perceived Learning and Course Attendance

Environmental Health and E-Learning: Effects on Students and Teachers

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