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Transactional Theory

This document discusses Transactional Distance Theory, which proposes that psychological distance between learner and teacher, known as transactional distance, influences the teaching and learning process in distance education. Transactional distance is determined by three factors - dialogue, structure, and learner autonomy. The theory asserts that increases in one factor can lead to decreases in the other two. For example, a highly structured course may decrease dialogue and learner autonomy, increasing perceived transactional distance. This study uses Transactional Distance Theory as a framework for understanding how synchronous learning modalities can impact student academic performance in distance education.

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Krishelle Ann Bayani
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444 views

Transactional Theory

This document discusses Transactional Distance Theory, which proposes that psychological distance between learner and teacher, known as transactional distance, influences the teaching and learning process in distance education. Transactional distance is determined by three factors - dialogue, structure, and learner autonomy. The theory asserts that increases in one factor can lead to decreases in the other two. For example, a highly structured course may decrease dialogue and learner autonomy, increasing perceived transactional distance. This study uses Transactional Distance Theory as a framework for understanding how synchronous learning modalities can impact student academic performance in distance education.

Uploaded by

Krishelle Ann Bayani
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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Transactional Theory used in Research.

This study is supported by the theory of transactional distance, an influential


concept in distance education, proposed by Moore (1993). It refers to the degree
of psychological distance between learner and teacher. It suggests that, although
separation by space and time is the most prominent characteristic of distance
education, transactional distance is the actual guiding principle in distance
education, influencing the process of teaching and learning. Transactional
distance may also be perceived in face-to-face education, as it is a relative rather
than an absolute term. The extent to which transactional distance will be
perceived by the learner is a function of three variables, dialog, structure, and
learner autonomy (Moore, 1993).

As for the transactional theory, according to Moore (1997), the nature of the
transaction developed between teachers and students in distance learning needs
to take into account three factors: dialogue, structure, and learner autonomy.
Dialogue refers to more than simply two-way communication, but takes into
account all forms of interaction, “within the context of clearly defined educational
targets, cooperation and understanding on the part of the teacher, and,
ultimately, it culminates in solving the learners’ problems”

Moore (1997) indicates the important consideration in this respect relates


not to the frequency of dialogue, but to its quality and the extent to which it is
effective in enabling the resolution of learning problems the distance learner may
be experiencing. The second factor Moore (1997) refers to is the nature of the
course structure, which is described as the level of the course’s rigidity or
flexibility. This factor includes aspects such as the extent to which course goals
and objectives are pre-prescribed, the pedagogical model used in teaching the
course (e.g., teacher- vs. student-centred), the nature of course assessment, and
the ability of the course to accommodate individual student needs (Zhang, 2003).
The third factor, learner autonomy, is contingent upon the previous two, in that it
refers to the sense of both independence and interdependence perceived by
learners as they engage in the course. Learner autonomy is intimately tied in with
a learner’s sense of self-direction or self-determination, and this can be
significantly affected by the dialogue, the level of rigidity or flexibility inherent in
the course design and delivery, and the “extent to which the learner exerts
control over learning procedures” (Giossos et al.,)
Moore’s theory asserts that an inverse relationship exists between these
three factors, in that increases in one can lead to corresponding decreases in
others (McIsaac & Gunawardena, 1996). For example, a course with an inflexible
structure can lead to a decrease in the quality of dialogue and sense of learner
autonomy, thereby increasing the students’ perception of transactional distance.
However, Moore (1997) also notes that when course structure drops below a
particular threshold (although he does not specify what this is), the sense of
transactional distance can actually increase, due principally to the potential for
learner confusion or dissatisfaction.

This study anchored to this theory because it is of benefits for defining and
understanding distance education. As this research is about synchronous
learning modality and its impact to academic performance of students and it's
under distance education, therefore the transactional distance theory can
provides a better picture in understanding this phenomena and relating it to
classroom settings and other instances which took place during distance
learning. Moreover this study is exploring the impact of synchronous to academic
performance of students and in connection to Transactional Distance Theory it
provides an idea regarding this, it has an Idea that the results found only two
variables had significant effects on perceived learning outcomes: the greater the
perceived transactional distance, the lower the perceived outcomes and the
greater the frequency of discussion, the higher the perceived achievement of
learning outcomes. Additionally it also emphasized that in distance education
technology is indeed matter which is true because this also affect learning or
academic performance of students.

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