TY - CONF

T1 - Re-examining the theory of transactional distance through the narratives of postgraduate online distance learners

AU - Stapleford, K.

AU - Lee, K.

A2 - C., Busch

A2 - M., Steinicke

A2 - T., Wendler

N1 - Conference code: 165416 Export Date: 5 January 2021 References: Ali, A., Smith, D., Comparing social isolation effects on students attrition in online versus face-to-face courses in computer literacy (2015) Issues in Informing Science and Information Technology, 12, pp. 11-20; Anderson, T., (2008) The theory and practice of online learning, , 2nd ed. edn.: Athabasca University Press; Arifin, M. H., Exploring factors in contributing student progress in the Open University (2016) International Journal of Information and Education Technology, 6 (1), p. 29; Baxter, J. A., Who am I and what keeps me going? Profiling the distance learning student in higher education (2012) The International Review of Research in Open and Distributed Learning, 13 (4), pp. 107-129; Bolliger, D. U., Inan, F. 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PY - 2020/10/29

Y1 - 2020/10/29

N2 - Current research into online distance learning (ODL) has established the importance of interaction to counter the potential isolation of ODL, and subsequent attrition. Consequently, ODL programme designers and instructors seek to maximise opportunities for interaction. However, much of this research focuses on factors relating to the immediate performance and behaviours of learners within an academy-bounded (or institutionalised) learning environment. Given that online learning is situated in learners' life outside the academy (particularly for postgraduates, who are often working professionals), ODL study needs to develop a broader conceptualisation of interaction. One of the most influential theoretical accounts used as a basis for 'testing' the effectiveness of different forms of interaction in ODL is Moore's (1993) theory of transactional distance (TTD). Transactional Distance (TD) refers to the psychological and communicative separation of teacher and learner. Despite its transcendental usefulness, TTD was originally developed at a time when distance learning was of the correspondence variety; thus, it tends to be instruction- and instructor-focused without appropriately reflecting contemporary ODL. Along with the long life-span of the theory, the narratives of distance learning have been dominated by descriptions of learners' immediate performance within the academy, written from the institution's perspective. Therefore, there is a need to re-examine and re-create the dominant narratives of ODL from the learners' perspective. Using narrative inquiry and photo-elicitation, this study investigates the lived experiences of part-time postgraduate online distance learners (ODLS) studying a professionally related Master's degree. It examines multiple forms of learner interactions within and beyond the study environment, and how these impact on their experienced TD. The narrative data suggest that TTD is no longer sufficient for explaining the learner experience. We offer a more nuanced interpretation of the theory, informed by participants' stories and recast from the learners' perspective. This reconceptualisation will be of interest to ODL programme designers, instructors, and learners when seeking to achieve a meaningful ODL experience. © 2020 Academic Conferences Limited. All rights reserved.

AB - Current research into online distance learning (ODL) has established the importance of interaction to counter the potential isolation of ODL, and subsequent attrition. Consequently, ODL programme designers and instructors seek to maximise opportunities for interaction. However, much of this research focuses on factors relating to the immediate performance and behaviours of learners within an academy-bounded (or institutionalised) learning environment. Given that online learning is situated in learners' life outside the academy (particularly for postgraduates, who are often working professionals), ODL study needs to develop a broader conceptualisation of interaction. One of the most influential theoretical accounts used as a basis for 'testing' the effectiveness of different forms of interaction in ODL is Moore's (1993) theory of transactional distance (TTD). Transactional Distance (TD) refers to the psychological and communicative separation of teacher and learner. Despite its transcendental usefulness, TTD was originally developed at a time when distance learning was of the correspondence variety; thus, it tends to be instruction- and instructor-focused without appropriately reflecting contemporary ODL. Along with the long life-span of the theory, the narratives of distance learning have been dominated by descriptions of learners' immediate performance within the academy, written from the institution's perspective. Therefore, there is a need to re-examine and re-create the dominant narratives of ODL from the learners' perspective. Using narrative inquiry and photo-elicitation, this study investigates the lived experiences of part-time postgraduate online distance learners (ODLS) studying a professionally related Master's degree. It examines multiple forms of learner interactions within and beyond the study environment, and how these impact on their experienced TD. The narrative data suggest that TTD is no longer sufficient for explaining the learner experience. We offer a more nuanced interpretation of the theory, informed by participants' stories and recast from the learners' perspective. This reconceptualisation will be of interest to ODL programme designers, instructors, and learners when seeking to achieve a meaningful ODL experience. © 2020 Academic Conferences Limited. All rights reserved.

KW - Interactions

KW - Narrative inquiry

KW - Narratives

KW - Online distance learning

KW - Transactional distance

KW - Transactionalism

KW - Computer aided instruction

KW - Distance learners

KW - Learner interaction

KW - Learning environments

KW - Master's degree

KW - Narrative inquiries

KW - Working professionals

KW - E-learning

U2 - 10.34190/EEL.20.019

DO - 10.34190/EEL.20.019

M3 - Conference paper

SP - 579

EP - 586

T2 - 19th European Conference on e-Learning

Y2 - 29 October 2020 through 30 October 2020

ER -