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ERIC Number: EJ805075
Record Type: Journal
Publication Date: 2008
Pages: 13
Abstractor: As Provided
Reference Count: 27
ISSN: ISSN-0830-0445
Revisiting Transactional Distance Theory in a Context of Web-Based High-School Distance Education
Murphy, Elizabeth Anne; Rodriguez-Manzanares, Maria Angeles
Journal of Distance Education, v22 n2 p1-13 2008
The purpose of this paper is to report on a study that provided an opportunity to consider Transactional Distance Theory (TDT) in a current technology context of web-based learning in distance education (DE), high-school classrooms. Data collection relied on semi-structured interviews conducted with 22 e-teachers and managers in Newfoundland and Labrador, Canada. In our context of DE at the high-school level using web-based asynchronous and synchronous technologies, transactional distance (TD) may be described, not only as a separation between the teacher and student, but in the entire community of teachers and learners. Findings are presented in three categories labeled as follows: rapport and community-building; curriculum and teacher-centered tools as barriers; and the role of real-time interaction and engagement. We relate these categories respectively to the TDT concepts of dialogue, structure and learner autonomy.
Canadian Network for Innovation in Education (CNIE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
IES Cited: ED555633