Resources & References
Please feel free to explore the following links below. These links can provide useful information about the Masters in Distance Education program at the University of Maryland University College.
Resource Links
Virtual Conference:
https://sites.google.com/site/mdecyberconference/
MDE on LinkedIn:
http://www.linkedin.com/groups?mostPopular=&gid=1828680
MDE on Facebook:
http://www.facebook.com/group.php?gid=7776513404
MDE Diigo social bookmarking:
http://groups.diigo.com/group/MDE_research
MDE Hub:
http://mdeprogram.weebly.com
MDE Blog:
http://mdeblog.blogspot.com
MDE Lounge:
http://groups.google.com/group/mde-lounge
MDE on Academia.edu:
http://umuc.academia.edu/Departments/Master_of_Distance_Education
References
Bibliography
Research Topic/Question
Transactional Distance: What Impacts Has This Concept Had On
Distance Education Today?
References
Aluko, R. F., Hendrikz. J., & Frasier, W. J. (2011). Transactional distance education theory and total quality management in open and distance learning. African Education Review,8(1), 115-112. Retrieved from http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=bba17378-a8f1-42ea-9ead-4d4518e03911%40sessionmgr111&vid=1&hid=115.
Benson, R., & Samarawickrema, G. (2009). Addressing the context of e-learning: Using transactional distance theory to inform design. Distance Education Journal, 30(1), 5-21. Retrieved from http://tccl.rit.albany.edu/knilt/images/d/d2/BensonArticle.pdf.
Chen, Y. (2001). Dimensions of transactional distance in the world wide web learning environment: A factor analysis. British Journal of Educational Technology, 32(4), 459-470. Retrieve from http://ehis.ebscohost.com.ez
proxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=edc4a600-479e-4aea-9013-5ad50cbf0cdc%40sessionmgr113&vid=
1&hid=121.
Falloon, G. (2011). Making the connection: Moore’s theory if transactional distance and its relevance in the use of a virtual classroom in postgraduate online teacher education. Journal of Technology in Education, 43(3), 187-209.
Retrieved from http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=06040263-47b2-47be-9d35-0511022d6a0b%40sessionmgr13&vid=1&hid=2.
Garrison, R. (2000). Theorectical challenges for distance education in the 21st century: A shift from structural to transactional issues. International Review of Research in Open and Distance Learning, 1(1), 1-15. Retrieved from http://portal.pucmm.edu.do/RSTA/Academico/TE/Documents/ed/tcde21c.pdf.
Gokool-Ramdoo, S. (2008). Beyond the theoretical impasse: Extending the applications of transactional distance learning theory. International Review of Research in Open and Distance Learning, 9(3), 1-17. Retrieved from
http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=035b127e-0399-4308-933c-b0718c40387
c%40sessionmgr4&vid=1&hid=2.
Gokool-Ramdoo, S. (2009). Policy deficit in distance education. International Review of Research in Open and Distance Learning, 10(4), 8-22. Retrieved from http://ehis.ebs cohost.com.ezproxy.umuc.edu/eds/pdfviewer/
pdfviewer?sid=c87cb617-e097-4b5f-bca4-3a885f5b5f1a%40sessionmgr111&vid=1&hid=102.
Horzum, M. B. (2011). Developing transactional distance scale and examining transactional distance perception of blended learning in terms of different variables. Educational Sciences: Theory and Practice, 11(3), 1582-1587.
Retrieved from http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=b133cf51-8416-4459-b938-37407e551dad%40sessionmgr12&vid=1&hid=5.
Kang, H. & Gyorke, A. S. (2008). Rethinking distance learning activities: A comparison of transactional distance learning theory and activity theory. Open Learning. 23(3), 302-214. Retrieved from http://ehis.ebscohost.com.
ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=e9bf9c80-fbd9-4e03-ad6e-9032c8a452eb%40sessionmgr110&
vid=1&hid=115.
Shin, N. (2003). Transactional presence as a critical predictor of success in distance learning. Distance Education. 24(1), 69-86. Retrieved from http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=382af92a-edec-4efe-9b11-4a50b1f6d89f%40sessionmgr114&vid=1&hid=121.
Annotated Bibliography
Research Topic/Question:
Transactional Distance: What Impacts Has This Concept Had On Distance Education Today?
Falloon, G. (2011). Making the connection: Moore’s theory if transactional distance and its relevance in the use of a virtual classroom in postgraduate online teacher education. Journal of Technology in Education, 43(3), 187-209. Retrieved from http://ehis.Ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=06040263-47b2-47be-9d35-0511022d6a0b%40sessionmgr13&vid=1&hid=2.
This article summarizes how the transactional distance theory can be applied in postgraduate teacher education at the University of Waikato in an online setting, through the use of Abobe Connect Pro, which is a synchronous technology. Adobe Connect Pro is a form of technical media that is used to create a virtual classroom in a Web-based environment. The author, Garry Falloon, is a senior lecturer at the University of Waikato. Falloon is an instructor in the Department of Profession Studies in the School of Education. He is the sole author or coauthor of 43 scholarly compositions about online education and digitized learning. This article is in an academic journal, and it has a comprehensive list of citations that are composed of scholarly sources. The study’s findings demonstrate how analyzing the effectiveness of using a Web-based technology and the application of a virtual classroom in an online setting, can positively or negatively impact the formation of dialogue and learner autonomy. The author was able to conclude that the theory of transactional distance offered a beneficial approach on how to evaluate e-learning methodologies through the use of synchronous technologies such as Adobe Connect Pro. This article was chosen because the transactional distance theory is still relevant in distance education today. An overall consensus should be made about the assumptions of the transactional distance theory when applied to this study. These assumptions do offer a useful measure of efficiency when a virtual classroom is used in distance education courses. By making application of a virtual classroom in postgraduate education courses, this can impact structure, dialogue, and learner autonomy. The theory of transactional distance is not outdated; rather this study illustrates that it is very relevant in online learning. This concept needs to be reviewed, and considerations need to be given to utilizing synchronous technologies in computerized environments.
Resource Links
Virtual Conference:
https://sites.google.com/site/mdecyberconference/
MDE on LinkedIn:
http://www.linkedin.com/groups?mostPopular=&gid=1828680
MDE on Facebook:
http://www.facebook.com/group.php?gid=7776513404
MDE Diigo social bookmarking:
http://groups.diigo.com/group/MDE_research
MDE Hub:
http://mdeprogram.weebly.com
MDE Blog:
http://mdeblog.blogspot.com
MDE Lounge:
http://groups.google.com/group/mde-lounge
MDE on Academia.edu:
http://umuc.academia.edu/Departments/Master_of_Distance_Education
References
Bibliography
Research Topic/Question
Transactional Distance: What Impacts Has This Concept Had On
Distance Education Today?
References
Aluko, R. F., Hendrikz. J., & Frasier, W. J. (2011). Transactional distance education theory and total quality management in open and distance learning. African Education Review,8(1), 115-112. Retrieved from http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=bba17378-a8f1-42ea-9ead-4d4518e03911%40sessionmgr111&vid=1&hid=115.
Benson, R., & Samarawickrema, G. (2009). Addressing the context of e-learning: Using transactional distance theory to inform design. Distance Education Journal, 30(1), 5-21. Retrieved from http://tccl.rit.albany.edu/knilt/images/d/d2/BensonArticle.pdf.
Chen, Y. (2001). Dimensions of transactional distance in the world wide web learning environment: A factor analysis. British Journal of Educational Technology, 32(4), 459-470. Retrieve from http://ehis.ebscohost.com.ez
proxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=edc4a600-479e-4aea-9013-5ad50cbf0cdc%40sessionmgr113&vid=
1&hid=121.
Falloon, G. (2011). Making the connection: Moore’s theory if transactional distance and its relevance in the use of a virtual classroom in postgraduate online teacher education. Journal of Technology in Education, 43(3), 187-209.
Retrieved from http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=06040263-47b2-47be-9d35-0511022d6a0b%40sessionmgr13&vid=1&hid=2.
Garrison, R. (2000). Theorectical challenges for distance education in the 21st century: A shift from structural to transactional issues. International Review of Research in Open and Distance Learning, 1(1), 1-15. Retrieved from http://portal.pucmm.edu.do/RSTA/Academico/TE/Documents/ed/tcde21c.pdf.
Gokool-Ramdoo, S. (2008). Beyond the theoretical impasse: Extending the applications of transactional distance learning theory. International Review of Research in Open and Distance Learning, 9(3), 1-17. Retrieved from
http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=035b127e-0399-4308-933c-b0718c40387
c%40sessionmgr4&vid=1&hid=2.
Gokool-Ramdoo, S. (2009). Policy deficit in distance education. International Review of Research in Open and Distance Learning, 10(4), 8-22. Retrieved from http://ehis.ebs cohost.com.ezproxy.umuc.edu/eds/pdfviewer/
pdfviewer?sid=c87cb617-e097-4b5f-bca4-3a885f5b5f1a%40sessionmgr111&vid=1&hid=102.
Horzum, M. B. (2011). Developing transactional distance scale and examining transactional distance perception of blended learning in terms of different variables. Educational Sciences: Theory and Practice, 11(3), 1582-1587.
Retrieved from http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=b133cf51-8416-4459-b938-37407e551dad%40sessionmgr12&vid=1&hid=5.
Kang, H. & Gyorke, A. S. (2008). Rethinking distance learning activities: A comparison of transactional distance learning theory and activity theory. Open Learning. 23(3), 302-214. Retrieved from http://ehis.ebscohost.com.
ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=e9bf9c80-fbd9-4e03-ad6e-9032c8a452eb%40sessionmgr110&
vid=1&hid=115.
Shin, N. (2003). Transactional presence as a critical predictor of success in distance learning. Distance Education. 24(1), 69-86. Retrieved from http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=382af92a-edec-4efe-9b11-4a50b1f6d89f%40sessionmgr114&vid=1&hid=121.
Annotated Bibliography
Research Topic/Question:
Transactional Distance: What Impacts Has This Concept Had On Distance Education Today?
Falloon, G. (2011). Making the connection: Moore’s theory if transactional distance and its relevance in the use of a virtual classroom in postgraduate online teacher education. Journal of Technology in Education, 43(3), 187-209. Retrieved from http://ehis.Ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=06040263-47b2-47be-9d35-0511022d6a0b%40sessionmgr13&vid=1&hid=2.
This article summarizes how the transactional distance theory can be applied in postgraduate teacher education at the University of Waikato in an online setting, through the use of Abobe Connect Pro, which is a synchronous technology. Adobe Connect Pro is a form of technical media that is used to create a virtual classroom in a Web-based environment. The author, Garry Falloon, is a senior lecturer at the University of Waikato. Falloon is an instructor in the Department of Profession Studies in the School of Education. He is the sole author or coauthor of 43 scholarly compositions about online education and digitized learning. This article is in an academic journal, and it has a comprehensive list of citations that are composed of scholarly sources. The study’s findings demonstrate how analyzing the effectiveness of using a Web-based technology and the application of a virtual classroom in an online setting, can positively or negatively impact the formation of dialogue and learner autonomy. The author was able to conclude that the theory of transactional distance offered a beneficial approach on how to evaluate e-learning methodologies through the use of synchronous technologies such as Adobe Connect Pro. This article was chosen because the transactional distance theory is still relevant in distance education today. An overall consensus should be made about the assumptions of the transactional distance theory when applied to this study. These assumptions do offer a useful measure of efficiency when a virtual classroom is used in distance education courses. By making application of a virtual classroom in postgraduate education courses, this can impact structure, dialogue, and learner autonomy. The theory of transactional distance is not outdated; rather this study illustrates that it is very relevant in online learning. This concept needs to be reviewed, and considerations need to be given to utilizing synchronous technologies in computerized environments.