Examining Transactional Distance in Synchronous Online Learning Environments

Introduction

In the twenty-first century, there is a need for theories to better understand the evolving and changing nature of Open and Distance Learning (ODL) with rapidly advancing communication technologies. As Moore (1993) suggested, distance education which has developed for the last hundred and fifty years and which millions of learners have benefited from needs decisions and programs that are based on a strong theoretical basis. In his studies to propose solutions for the problems regarding distance education, Moore (1980) dwelled on the transaction concept which was first asserted by Dewey and Bentley (1949) and developed the Transactional Distance Theory in which he defined the dimensions of distance. Moore’s theory has made major contributions in understanding the field of distance education. Moore’s theory, as Garrison (2000) also claimed, is one of the most influencing theories in the field of distance education.

According to Moore (1993), transactional distance (TD) is a psychological or communicational gap that could lead to potential misunderstandings between the learner and the instructor. Moore, who has carried out systematic analysis of hundreds of courses and programs that offer distance education, has demonstrated that learner autonomy, dialogue, and structure are three important elements that determine the dimensions of TD and influence learning process (Moore, 1990; Moore & Kearsley, 2005). Transactional distance is, therefore, defined as a function of the interplay among these three variables: Learner Autonomy, Dialogue, and Structure (Moore, 1997). The first dimension, learner autonomy, refers to a distinctive characteristic of learners who are able to take charge or control of their own learning. The second dimension, dialogue, refers to the communication between learner and instructor. It is more complex than a simple two-way communication and takes into account any types of interaction that aims to solve the learners’ conceptual difficulties (Giossos, Koutsouba, Lionarakis, Skavantzos, 2009). The third dimension, structure, is defined as the level of the course’s flexibility and rigidity (Moore, 1997). It captures course elements including design, objectives, activities, and materials.

According to Moore, in learning environments in which learners can direct their questions to the teachers, receive answers and dialogue is high, the structure of the course becomes more flexible and TD is reduced. However, a structured course environment yields lower level of dialogue and higher level of TD. The relationship, however, between learner autonomy and TD is directly proportional.

The theory of TD developed in the 1970s needs to be revisited and extended with the emergence of new technologies and evolving nature of learning (Chen, 2001a; Zhang, 2003). Since TD in online distance learning always depends on the means of communication, it has been emphasized by many researchers that this aspect of technological mediation should be considered in order to obtain the whole Picture (Best & Conceição, 2017; Bolliger & Halupa, 2018; Huang et al., 2015; Mehall, 2020; Quong, Snider & Early, 2018; Weidlich & Bastiaens, 2018). For instance, Mehall (2020) suggests that using interactive technology resources such as video conferencing tools as communication tools can effectively reduce transactional distance by enabling faculty and learners to interact in deeper interpersonal interactions and help humanize online distance education. The widespread use of online course software by ODL providers, the expanded scope of synchronously online courses and massive number of distance learners utilizing these courses require the re-investigation of TD Theory dimensions in these new learning environments.