scholarly journals Policy Deficit in Distance Education: A Transactional Distance

2009 ◽  
Vol 10 (4) ◽  
Author(s):  
Sushita Gokool-Ramdoo
Keyword(s):  
Distance Education ◽  
Policy Development ◽  
Student Persistence ◽  
Personal Development ◽  
Transactional Distance ◽  
Transactional Distance Theory ◽  
African Context ◽  
Sub Saharan ◽  
Institutional Vision ◽  
Resource Deployment

This paper innovatively extends the application of transactional distance theory (TDT) to evidence-based policy development in Mauritius. In-depth interview data on student persistence from a range of stakeholders is used to understand the implications of distance education (DE) policy deficit. Policy deficit has surfaced as another dimension of transactional distance and student persistence as an appropriate measuring instrument. Transactional distance is salient in the non-alignment of national and institutional DE planning. Associated results are myopic institutional vision, stagnating national plans, poor resource deployment, and ill-understood opportunities for personal development. This research validates TDT as an instrument for policy development and concludes that supporting advocacy plans will help to achieve sustainable distance education in the region. Lessons from the field in Mauritius can be usefully adapted to the sub-Saharan African context (SSA). These preliminary indications require further research and discussion.

scholarly journals Beyond the Theoretical Impasse: Extending the applications of Transactional Distance Education Theory

2008 ◽  
Vol 9 (3) ◽  
Author(s):  
Sushita Gokool-Ramdoo
Keyword(s):  
Distance Education ◽  
Policy Development ◽  
Independent Study ◽  
Transactional Distance ◽  
Global Theory ◽  
Transactional Distance Theory ◽  
Comprehensive Theory ◽  
Education Theory ◽  
The 1960S ◽  
Transactional Approach

The development of theory in distance education is seen as crucial for its sustainability. Since the 1960s, there have been attempts to theorise distance education activities, to explain underlying initiatives and endeavours. Attempts at theorisation were started in the 1950s (Black, 2007). Wedemeyer (1961, cited in Garrison, 2000) introduced the concept of independent study or learning as opposed to correspondence education. Ever since, theory has been in ebullition, with various emerging tendencies. It has long been argued (for example Moore, 1993; Amundsen, 1993; Moore and Kearsley, 1996; Garrison, 2000; Saba, 2003) that there needs to be a global, comprehensive theory that can explicate all activities pertaining to distance education. While Moore has long claimed that the Transactional Distance Theory (TDT) is one such theory (Moore and Kearsley, 1996), there appears to be hesitance over accepting it as such, despite the fact that a transactional approach seems to be consciously or unconsciously adopted by theorists and practitioners alike. This apparent reluctance to hail the Transactional Distance Theory as a global theory has plunged distance education into a theoretical impasse from whence there was no much development. The emergence of two theoretical synergies has been noted (Saba, 2003, p.4) as has the need to develop a third and more comprehensive synergy. This research paper adopts the view that the theoretical impasse can be crossed with the recognition of Moore’s Transactional Distance Theory as the global theory that can explicate and ensure the sustainability of distance education in a technology-driven world. It further analyses its possible applications beyond simply the educational experience to encompass more general concerns like quality assurance and policy development. It is thus proposed that the Transactional Distance Theory be accepted as a global theory.

scholarly journals Adapting Structuration theory as a Comprehensive Theory for Distance Education: The ASTIDE Model

2016 ◽  
Vol 19 (1) ◽  
pp. 19-35 ◽  
Author(s):  
Md Aktaruzzaman ◽  
Margaret Plunkett
Keyword(s):  
Distance Education ◽  
Structuration Theory ◽  
Developed Countries ◽  
Transactional Distance ◽  
Comprehensive Model ◽  
International Level ◽  
Transactional Distance Theory ◽  
Comprehensive Theory ◽  
Instructional Dialogue ◽  
Developing And Developed Countries

Abstract Distance Education (DE) theorists have argued about the requirement for a theory to be comprehensive in a way that can explicate many of the activities associated with DE. Currently, Transactional Distance Theory (TDT) (Moore, 1993) and the Theory of Instructional Dialogue (IDT) (Caspi & Gorsky, 2006) are the most prominent theories, yet they still do not represent a unified and comprehensive theory for DE. This paper provides a review of the existing literature on DE theories and identifies potential gaps in theorising distance education. Building on Giddens’ (1984) work, an innovative approach to theorising DE is proposed through the conceptualisation of the Adapting Structuration Theory In Distance Education (ASTIDE) model as a means to explicate DE operations and practices at the institutional and national/international level. It also presents evidence, from a larger study, of the necessity of a comprehensive model such as the ASTIDE constructed through an investigation into the DE systems of developing and developed countries.

scholarly journals Remote instruction and distance education: A response to COVID-19

2020 ◽  
Vol 1 (2) ◽  
pp. 53-64
Author(s):  
James Lindner ◽  
Christopher Clemons ◽  
Andrew Thoron ◽  
Nicholas Lindner
Keyword(s):  
Distance Education ◽  
Qualitative Study ◽  
Structured Interview ◽  
Study Data ◽  
Transactional Distance ◽  
Transactional Distance Theory ◽  
Agriscience Teachers ◽  
Education Delivery ◽  
The Impact ◽  
Purposive Sample

The purpose of the qualitative study was to explore how middle and secondary school agriscience teachers define remote instruction and distance education. This research was conducted as a response to the COVID-19 pandemic. Data for the study were collected during the time schools were closed and/or offering remote instruction. A purposive sample of seventeen agriscience education teachers in the States of Alabama and Georgia were selected for this qualitative study. Data were collected using a structured interview questionnaire and analyzed using constant comparisons. The conceptual framework of this study was developed using transactional distance theory and bound by strategic analysis. Findings showed that secondary agriscience education teachers did not collectively define remote instruction and distance education in the same manner. Some defined them similarly, and some noted specific differences in how the terms are defined and used. These teachers identified strengths and opportunities that should be exploited and weaknesses and threats that should be mitigated. Recommendations for training in appropriate use of distance education delivery strategies are provided. Recommendations for additional research into the impact on student learning are provided.

scholarly journals Master’s Students’ Perceptions and Expectations of Good Tutors and Advisors in Distance Education

2019 ◽  
Vol 20 (2) ◽  
Author(s):  
Mehmet Kara ◽  
Gülfidan Can
Keyword(s):  
Distance Education ◽  
Graduate Students ◽  
Learning Experience ◽  
Transactional Distance ◽  
Master's Students ◽  
Mixed Methods Approach ◽  
Transactional Distance Theory ◽  
Basic Technology ◽  
Perceptions And Expectations ◽  
Student Centred Learning

The purpose of this study was to explore non-thesis Master’s students’ perceptions and expectations of good tutors and advisors in distance education programmes. It also examined whether these perceptions and expectations are related to student characteristics including age, gender, university, programme, semester, and previous online learning experience. The current study was conducted within the framework of Transactional Distance Theory. Using a mixed methods approach, a questionnaire was administered to 143 students in four programmes in two universities in Turkey and interviews were conducted with 11 of these students. Results showed that good tutors and advisors in distance education provide a stimulating student-centred learning environment, have a caring and individualised interaction and communication with students, and have subject expertise and basic technology skills. The results of this study will improve distance education tutors and advisors’ practices in supporting graduate students’ education and research.

A phenomenological study of time concept and management and productivity in a sub–Saharan African context

2017 ◽  
Vol 17 (2) ◽  
pp. 197-214 ◽  
Author(s):  
James B Abugre
Keyword(s):  
Time Management ◽  
Phenomenological Study ◽  
Sub Saharan Africa ◽  
Public And Private ◽  
Phenomenological Psychology ◽  
Private Organizations ◽  
African Context ◽  
Flexible Resource ◽  
Sub Saharan ◽  
Study Participants

The purpose of this article was to investigate the concept of time and its management in relation to productivity. Consequently, this work employed phenomenological psychology to unearth the experiences of employees on the concept of time management and its impact on productivity using Ghana as a study. Participants involved both local and expatriate workers sharing their experiences on the subject matter in a conversational style. Results indicated that clock time is considered a flexible resource in both social and professional settings. Findings also revealed that time management drives productivity, and its orientation is consequential to the cultural behaviors of local employees in both public and private organizations based on the quality of their corporate cultures. Hence, rigid timelines can turn around public organizations in sub-Saharan Africa and the world as a whole.

Literacy: Gateway to a World of Exploits

2021 ◽  
Vol 9 (1) ◽  
pp. 96
Author(s):  
Biale Zua
Keyword(s):  
Personal Development ◽  
National Development ◽  
Literacy Skills ◽  
Sub Saharan Africa ◽  
Contemporary Society ◽  
Access To Information ◽  
Low Literacy ◽  
African Countries ◽  
Sub Saharan ◽  
National Governments

The importance of literacy to the personal development of an individual and existence of any nation cannot be overemphasized. Literacy is the foundation for meaningful development of any nation. It is not a single entity but an interconnection of several fields―education, health, agriculture, and more. For example, a literate individual can have access to information relating to her career or business. However, not every individual in the society is literate enough to contribute to national development. Thus, strong literacy skills are necessary to function in today’s contemporary society. This research examines literacy across African countries with a view of determining countries with high literacy rates. Countries in sub-Saharan Africa have low literacy rates with gender and regional disparity. Therefore, sub-Saharan Africa national governments need to develop strong literacy skills in their countries to participate effectively in the globalized society.

Interaction in Distance Education

2018 ◽  
pp. 222-248 ◽  
Author(s):  
Evrim Genc Kumtepe ◽  
Nazife Sen Ersoy
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Cross Cultural ◽  
Transactional Distance ◽  
Interaction Interaction ◽  
Different Dimensions ◽  
Cultural Comparisons ◽  
The Cross ◽  
Instructional Dialogue

Education is a product of the objects and actors in the process of interaction. Interaction is, therefore, an important factor that affects the quality and sustainability of education. For this reason, this section will focus on interaction and its theories and approaches which are a popular and versatile concept in distance education. In the first part of the chapter, the concept of interaction will be discussed with different dimensions and components. Interaction in the following section will be examined within the framework of Moore's Theory of Transactional Distance, Anderson's Interaction Equivalency Theorem, and Gorsky and Caspi's Theory of Instructional Dialogue. At the end of the chapter, the nature of the interaction in distance learning will be discussed in the context of the studies on instructional dialogue and the cross-cultural comparisons will be addressed to the issue of the role of interaction in distance settings.

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