Premium
Dimensions of transactional distance in the world wide web learning environment: a factor analysis
Author(s) -
Chen YauJane
Publication year - 2001
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/1467-8535.00213
Subject(s) - transactional leadership , distance education , exploratory factor analysis , computer science , transactional analysis , factor (programming language) , perception , exploratory research , psychology , mathematics education , social psychology , sociology , social science , structural equation modeling , programming language , machine learning , neuroscience
Moore's Theory of Transactional Distance hypothesizes that distance is a pedagogical, not geographic phenomenon. It is a distance of understandings and perceptions that might lead to a communication gap or a psychological space of potential misunderstandings between people. Moore also suggests that this distance has to be overcome if effective, deliberate, planned learning is to occur. However, the conceptualizations of transactional distance in a telecommunication era have not been systematically addressed. Investigating 71 learners' experiences with WorldWide Web, this study examined the postulate of Moore's theory and identified the dimensions (factors) constituting transactional distance in such learning environment. Exploratory factor analysis using a principal axis factor method was carried out. It was concluded that this concept represented multifaceted ideas. Transactional distance consisted of four dimensions—instructor‐learner, learner‐learner, learner‐content, and learner‐interface transactional distance. The results inform researchers and practitioners of Web‐based instruction concerning the factors of transactional distance that need to be taken into account and overcome in WWW courses.