Teachers' Perceptions of Transactional Distance in Different Teaching Environments

Wengrowicz, Niva; Offir, Baruch

doi:10.1080/08923647.2013.773701

Cited by 15 publications

(11 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Authors agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License (ACCI), some people, especially teachers, are involved in providing adults with the necessary competences in ICT material (Ertmer, 2005). But total integration cannot be achieved until we determine these people's opinions of this topic (Wengrowicz and Offir, 2013), which is the reason for this study investigation.…”

Section: Introductionmentioning

confidence: 97%

Teachers and students thoughts on the integration of information and communication technologies (ICT) and its use in adult centres: The case of the Canary Islands

Almeida¹,

Bermúdez²,

SÃ¡nchez³

2015

Educ. Res. Rev.

View full text Add to dashboard Cite

This study presents the results of an investigation carried out with teachers and students of adult centres of the Canary Islands, Spain. The main goal of the investigation was to determine the opinions and the formation of both teachers and students about information and communication technologies (ICT) and whether they use these technologies in their daily life. For this purpose, two questionnaires were created, one for teachers and one for students, with some questions especially designed for each group and a common section for both groups. A total of 760 people participated in the study investigation to a total of 31 adult centres in the Canary Islands. Similarities and differences in their way of thinking about ICT were established from their responses to the common section, and this will help us to improve their teaching-learning process in adult centres of the Canary Islands, as well as to determine the necessary resources to implement some processes with technology.

show abstract

Section: Introductionmentioning

confidence: 97%

Teachers and students thoughts on the integration of information and communication technologies (ICT) and its use in adult centres: The case of the Canary Islands

Almeida¹,

Bermúdez²,

SÃ¡nchez³

2015

Educ. Res. Rev.

View full text Add to dashboard Cite

show abstract

“…In seeking to learn more about the elements of dialogue, structure and Focusing specifically on teachers in higher education distance and traditional courses (160 participants in each group), Wengrowicz and Offir (2013) looked at perceived transactional distance measuring three areas, that is:…”

Section: Transactional Distance Theorymentioning

confidence: 99%

“…While technology may change rapidly, pedagogy is not as quick to change and can be more impactful on the online classroom. As Wengrowicz and Offir (2013) point out, it is "…not only technical mastery of the tool but also the ability to use it for effective teaching from a distance" (p. 120). Baran et al (2011) agree that simply mastering technology is not enough, online teachers need to reflect on their teaching and how the technology, pedagogy and content relate and work together in order to transform the online learning environment and take full advantage of its capabilities.…”

Section: Instructional Practice Areas In Distance Education Language mentioning

confidence: 99%

“…Research shows that online instructors have a unique set of challenges and should be provided with professional development in online teaching (Burns, 2011;Wengrowicz & Offir, 2013). Despite this understanding, past research shows that many online teachers get little to no training in online teaching (Burns, 2011).…”

Section: Instrumentmentioning

confidence: 99%

“…But rather, they should consider how each of these elements is affected by the other. OLE can look to the guiding principles of transactional distance theory as a foundation for both research and professional development in this changing environment (Wengrowicz & Offir, 2013). That is, as technology changes, the relationship between the structure of a course and learner autonomy and the need to consider how dialogue will play into that is less likely to change significantly and can continue to adapt.…”

Section: Theoretical Implicationsmentioning

confidence: 99%

See 2 more Smart Citations

A survey of preK-12, university and adult online language educators’ background, experiences, training and challenges

Plummer¹

View full text Add to dashboard Cite

This study presents the results of a survey of 264 current online language teachers. The findings tell us that current online language teachers are highly experienced in traditional classrooms; however, the majority have only started teaching language online within the past five years. The teachers in this study taught grade levels from early childhood education to adult education, in a total of twenty different countries, and twenty different languages. Most of the teachers said they had participated in some form of training for teaching online with just over half saying they had participated in training specifically focused on teaching language online. Technology was the most common area they received training in. Assistive technology and professional practice were the two areas they said they had the least amount of training. The most common provider of training was their employer in formats from one-time sessions to ongoing training. The results of this study suggest the areas current online language teachers struggle with the most in teaching language online are: technology, student perseverance and online language pedagogy with preferences for both structured and unstructured professional development to help with those challenges. When making recommendations for providing training for teaching language online, the teachers in the present study said that technology, online pedagogy and online language pedagogy should be covered in formal teacher preparation programs. Comparisons of the responses by teachers across grade levels and languages taught are presented and the study ends with recommendations for training providers and directions for future research.

show abstract

Teachers' pedagogical change mechanism – Pattern of structural relations between teachers' pedagogical characteristics and teachers' perceptions of transactional distance (TTD) in different teaching environments

Wengrowicz

2014

Computers & Education

View full text Add to dashboard Cite

Teachers' Perceptions of Transactional Distance in Different Teaching Environments

Cited by 15 publications

References 10 publications

Teachers and students thoughts on the integration of information and communication technologies (ICT) and its use in adult centres: The case of the Canary Islands

Teachers and students thoughts on the integration of information and communication technologies (ICT) and its use in adult centres: The case of the Canary Islands

A survey of preK-12, university and adult online language educators’ background, experiences, training and challenges

Teachers' pedagogical change mechanism – Pattern of structural relations between teachers' pedagogical characteristics and teachers' perceptions of transactional distance (TTD) in different teaching environments

Contact Info

Product

Resources

About