Concepts: Integrated telecommunications systems and instructional transaction

Saba, Farhad

doi:10.1080/08923648809526632

Cited by 35 publications

(17 citation statements)

References 1 publication

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“…However, as dialogue increases, transactional distance decreases. This hypothesis has been verified in several studies (Saba, 1988;Saba & Shearer, 1994). The theory becomes more complex by adding the third variable, learner autonomy, because it is unclear whether this represents the learner's personal autonomy or the autonomy associated with learning materials.…”

Section: Transactional Distance Theorymentioning

confidence: 92%

A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types

Park¹

2011

IRRODL

576

311

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Instructional designers and educators recognize the potential of mobile technologies as a learning tool for students and have incorporated them into the distance learning environment. However, little research has been done to categorize the numerous examples of mobile learning in the context of distance education, and few instructional design guidelines based on a solid theoretical framework for mobile learning exist. In this paper I compare mobile learning (m-learning) with electronic learning (e-learning) and ubiquitous learning (u-learning) and describe the technological attributes and pedagogical affordances of mobile learning presented in previous studies. I modify transactional distance (TD) theory and adopt it as a relevant theoretical framework for mobile learning in distance education. Furthermore, I attempt to position previous studies into four types of mobile learning: 1) high transactional distance socialized m-learning, 2) high transactional distance individualized m-learning, 3) low transactional distance socialized mlearning and 4) low transactional distance individualized m-learning. As a result, this paper can be used by instructional designers of open and distance learning to learn about the concepts of mobile learning and how mobile technologies can be incorporated into their teaching and learning more effectively.

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Section: Transactional Distance Theorymentioning

confidence: 92%

A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types

Park¹

2011

IRRODL

576

311

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“…Other contributions were not noted due either to their overlap with those described previously (e.g., Saba, 1989); their focus on definitional and historical descriptions (e.g., Keegan, 1990); or, as is the case of more recent contributions, their importance and impact being less well recognized and understood (Anderson & Garrison, 1997). It must also be emphasized that only the basic assumptions and concepts were extracted from the theories reviewed, while nuances and other refinements were omitted.…”

Section: International Review Of Research In Open and Distance Learningmentioning

confidence: 99%

Theoretical Challenges for Distance Education in the 21st Century: A Shift from Structural to Transactional Issues

Garrison¹

2000

IRRODL

366

235

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The premise of this article is that theoretical frameworks and models are essential to the long-term credibility and viability of a field of practice. In order to assess the theoretical challenges facing the field of distance education, the significant theoretical contributions to distance education in the last century are briefly reviewed. This review of distance education as a field of study reveals an early preoccupation with organizational and structural constraints. However, the review also reveals that the theoretical development of the field is progressing from organizational to transactional issues and assumptions. The question is whether distance education has the theoretical foundation to take it into the 21st century and whether distance education theory development will keep pace with innovations in technology and practice.Distance education methodologies have come into prominence during the last decades of the 20th century. The confluence of the need for continuous learning and unprecedented technological innovation in communications have pushed distance education approaches to the forefront of educational practice. However, whether the leaders of these initiatives are the technically literate or the politically powerful, they generally lack a coherent understanding of distance education practice and the full range of possibilities available to achieve desired outcomes. Senior administrators in higher education have become focused, not on educational issues, but the fiscal implications (i.e., cost savings) of distance education, and technology companies see profits (Feenberg, 1999).Conceptual confusion is created with the advent of new terminology (virtual, open, distributed and distance education), new technologies, new program demands, new audiences, and new commercially competitive providers. These developments present enormous challenges for educators to make sense of the distance educational options available. In the context of current change, competition and confusion, distance educators have an unprecedented opportunity to provide leadership and direction. The challenge is to provide theory that will explain and anticipate distance education practices for a broad range of emerging educational purposes and experiences. The question is whether distance

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“…There are studies -such as Saba (1988) and Saba and Shearer (1994) -that focus on the verification of the validity of the theory, of its propositions, and of the relationships between the theory's major constructs. There are studies that create or adapt from other researchers instruments to measure transactional distance and its relationship with learner satisfaction and learning outcomes -examples include Bischoff (1993), Dron (2002, Dron, Seidel, and Litten (2004), Pruitt (2005), Stein, Wanstreet, Calvin, Overtoom, and Wheaton (2005), and Wikeley and Muschamp (2004).…”

Section: Transactional Distance Theorymentioning

confidence: 99%

Rethinking distance learning activities: a comparison of transactional distance theory and activity theory

Kang

Gyorke

2008

Open Learning: The Journal of Open, Distance and e-Learning

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Concepts: Integrated telecommunications systems and instructional transaction

Cited by 35 publications

References 1 publication

A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types

A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types

Theoretical Challenges for Distance Education in the 21st Century: A Shift from Structural to Transactional Issues

Rethinking distance learning activities: a comparison of transactional distance theory and activity theory

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