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Theoretical Framework According To Michael G. Moore, in His Theory of Transactional Distance, He Stated That

The document discusses Michael Moore's theory of transactional distance in distance learning. According to the theory, there are three main factors that affect the transaction between teachers and students: dialogue, course structure, and learner autonomy. The quality of dialogue is more important than frequency. Course structure refers to its rigidity or flexibility. Learner autonomy depends on dialogue and structure, and a student's sense of control over learning. Moore asserts there is an inverse relationship between the three factors - increases in one can decrease the others. For example, a rigid structure can decrease dialogue and autonomy.

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34 views

Theoretical Framework According To Michael G. Moore, in His Theory of Transactional Distance, He Stated That

The document discusses Michael Moore's theory of transactional distance in distance learning. According to the theory, there are three main factors that affect the transaction between teachers and students: dialogue, course structure, and learner autonomy. The quality of dialogue is more important than frequency. Course structure refers to its rigidity or flexibility. Learner autonomy depends on dialogue and structure, and a student's sense of control over learning. Moore asserts there is an inverse relationship between the three factors - increases in one can decrease the others. For example, a rigid structure can decrease dialogue and autonomy.

Uploaded by

allenking
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Theoretical Framework

According to Michael G. Moore, in his Theory of Transactional Distance, he stated that

in distance learning scenarios, teachers and students will merely have misunderstanding

between the behaviors of teachers as well as the students. 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” (Giossos et al.,

2009, p. 2). 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., 2009, p. 2). 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.

Conceptual Framework

The diagram serves as a visual outline to indicate the model or research idea. The

framework shows the demographic profile of the teachers in terms of their mode of learning

during the pandemic. The advantages and disadvantages of using Distant Learning as medium

of instruction in teaching during pandemic times will also be identified as well as the challenges

encountered by the secondary school teachers who are using distant learning as mode of

learning.

Advantages of
Using Distant
Learning

Distant
Demographic Learning as Challenges
Encountered
profile of the Mood of
by Secondary
teachers Learning Teachers
During
Pandemic

Disadvantages
of Distant
Learning
.

Figure1. Schematic diagram shows the demographic profile of the teachers in terms of their
mode of learning during the pandemic, advantages, disadvantages and the challenges
encountered by secondary school teachers who are using distant learning as mode of learning.

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