How Research in Distance Education Can Affect Practice

McIsaac, Marina Stock; Blocher, Jean-Noël

doi:10.1080/0952398980350112

Cited by 19 publications

(9 citation statements)

References 8 publications

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“…The wider range of theoretical notions has provided a richer understanding of the learner at a distance. Transactional distance (Moore, 1973(Moore, , 1990(Moore, , 1993Moore and Kearsley, 1996) is one of such research constructs (McIsaac and Blocher, 1998).…”

Section: Introductionmentioning

confidence: 99%

Transactional Distance in World Wide Web Learning Environments

Chen¹

2001

Innovations in Education and Teaching International

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Section: Introductionmentioning

confidence: 99%

Transactional Distance in World Wide Web Learning Environments

Chen¹

2001

Innovations in Education and Teaching International

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“…Vandergrift (2002) emphasized that this distance needs to be eliminated, or at least reduced, as much as possible. The term "transactional distance" (Moore, 1973(Moore, , 1990 Moore and Kearsley, 1996) has been used in the literature to provide a richer understanding of the communication gap between the learner and the instructor, content, or other learners (Mclsaac and Blocher, 1998). Rumble (1986) pointed out that Moore's concept of transactional distance encompasses the distance existing in all educational events, even those where learners and teachers meet F2F in the traditional physical learning environment.…”

Section: Related Researchmentioning

confidence: 99%

Using mathematical model and empirical study to compare the face-toface interaction between the physical and cyber environments

Hsieh

Chen

Kinshuk

2009

Journal of Information and Optimization Sciences

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Interaction is an important factor for effective teaching and learning and Face-to-Face (F2F) interaction is found to be a crucial element in it. Advancements in communication technologies and ICT tools now allow us to have cyber synchronous interactions with audio/video, document and whiteboard sharing that occur in real-time with similar levels of fidelity as in the physical F2F environment. However, many people still challenge the quality of online courses due to the fact that there is no F2F interaction as in traditional physical classroom. Therefore, it is imperative that we understand the features of cyber synchronous F2F environment compared with the physical F2F environment. This research uses transactional distance theory from the viewpoint of visual distance to compare the difference of physical F2F and cyber synchronous F2F environments. We use a mathematical model to formulate the transactional distance in comparing the interaction distance of physical F2F and cyber synchronous F2F. Transaction distance is then used to analyze the communication gap between the learner and the instructor, content, and other learners. * Finally, the paper verifies the validity of the transactional distance calculated through the mathematical model with the input of a questionnaire based survey that elicits students' perception towards these two environments.

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“…In distance education, the source of the information and the learner do not share the same physical setting; therefore, the information is delivered by a variety of methods (Carswell & Venkatesh, 2002;Keegan, 1986). According to McIsaac and Blocher (1998), the goals of distance education are -to provide degree granting programmes, to battle illiteracy in developing countries, to provide training opportunities for economic development, and to offer curriculum enrichment in non-traditional education settings‖ (p. 43).…”

Section: Distance Educationmentioning

confidence: 99%

The Use of Interactive Environments to Promote Self-Regulation in Online Learning: A Literature Review

Liew

2016

European Journal of Contemporary Education

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Distance education in the 21 st century often relies on educational technology as the primary delivery of teaching to learners. In distance education, the source of the information and the learner do not share the same physical setting; therefore, the information is delivered by a variety of methods. The new emerging tools that are used in online learning have changed the view of pedagogical perspective in distance education. Although online learning shares some elements with traditional classroom environments, the shared elements often take very different forms, and each type of learning environment has distinct limitations and affordances. Because current practices often compare or assess the effectiveness of online learning by comparing it with traditional instruction methods, educators and researchers often find it important to consider the methods and strategies that are used in classroom settings when designing online learning environments. Online environments should provide opportunities for students to master necessary tasks by using appropriate strategies, such as self-regulation. Self-regulation is one of the predictors of student performance in both traditional and modern learning environments. In an online platform, when students use strategies that are related to self-regulation, they can regulate their personal functioning and benefit from the online learning environment by changing their behaviors accordingly. Thus, it is important to explore and embed new interactive functions to the online learning environments and lead learners to use self-regulatory behaviors in those learning environments. This article discusses the importance of self-regulation in online environments, and provides recommendations for best practices in the design and implementation of interactive online learning environments with the self-regulated learning approach.Keywords: Distance education, online learning, self-regulation, interactive environments. 25 IntroductionLearning environments continue to evolve especially with advances in technology, with online learning environments being one such advance that has become increasingly common in the 21st century. As the cost of technology decreased without necessarily compromising its quality, the access of wide user groups to new technologies increased. The Internet and computer-mediated communication have broadened our conceptualizations of learning environments and distance education to online learning environments. While online learning affords learners' autonomy or choice in their education, it also requires learners to be self-regulated or self-directed in their learning. To be successful in online learning environments, learners need to remain motivated, engaged, and persistent without the physical presence and reinforcements of instructors or peers that are afforded by traditional learning environments. One of the primary concerns in online education is how to design online learning environments for effective teaching and learning, particularly in light of keepi...

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How Research in Distance Education Can Affect Practice

Cited by 19 publications

References 8 publications

Transactional Distance in World Wide Web Learning Environments

Transactional Distance in World Wide Web Learning Environments

Using mathematical model and empirical study to compare the face-toface interaction between the physical and cyber environments

The Use of Interactive Environments to Promote Self-Regulation in Online Learning: A Literature Review

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