The implications of Moore's Theory of Transactional Distance in a video conferencing learning environment.

摘要

This study investigated the educational transaction within a videoconferencing learning environment using Moore's Theory of Transactional Distance and associated adult learning and distance education theories as theoretical frameworks. Specifically, the present study attempted: (1) to identify the dimensions (factors) constituting "dialogue," "structure," and "learner autonomy"--the concepts of the transactional distance theory; (2) to describe the extent or level of learner-perceived learning outcomes, transactional distance, dialogue, structure, learner autonomy, and the variables associated with these variables identified by previous studies; (3) to examine the determinants of learning outcomes, transactional distance, dialogue, structure, and learner autonomy; and (4) to describe teacher's perspectives on "provision of instruction" and "transactional distance" in videoconferences.; This study employed both quantitative and qualitative approaches to research. Data for meeting the first three objectives were drawn from a student survey. Analysis to meet the last objective utilized qualitative data obtained through interviews with instructors. Based upon the findings of the study, the following conclusions were drawn: (1) The concepts of dialogue, structure, and learner autonomy are not each singular concepts, but multifaceted ideas. (2) When learning outcomes are assessed only in terms of the student's perception of how much he/she has learned, the factors affecting learning may not be as complex as believed at the outset of the study. (3) Moore's Theory of Transactional Distance that dialogue, structure, and learner autonomy affected transactional distance was only partially supported.; To effectively deliver videoconference courses and facilitate learning, several practical strategies were suggested by the interviewed instructors. These strategies included (1) additional television delivery training for teachers and learners prior to teaching or taking courses; (2) a planned class section allowing for teacher and learners at all sites meeting in person at the beginning of a semester; (3) setting up a listserve for on-line communication via e-mail; (4) creating group dynamics and a collaborative learning environment through group work efforts; (5) building consensus between (or among) sites through interaction among peers.