The purpose of this study was to describe how assessing interactions in a distance course impact the quality of instruction, student leaning, and satisfaction with the course. This study, further describes how interactions can be enhanced with certain technologies. The population for this research was both undergraduate and graduate students of the college of Agriculture and Natural Resources in National Chung-Hsing University (NCHU), in Taiwan. There are twelve departments under the College of Agriculture and Natural Resources including eleven departments and one graduate institute. Data was collected from students at NCHU (Taiwan) by using Qualtrics (an online survey platform) through the Internet. All data of this research collected via Internet and used SPSS 20.0 to analysis data results. It is an anonymous survey that participants just receive the survey web address from email or academic platforms of each department. There is no any identification information for each participant. According to the findings, there are some relationships between transactional distance theory, technology, and online education. The results of the regression model point out that the learner to the course content interaction is a significant predictor for satisfaction toward online classes. Learner to the course content interaction and learner to the instructor interaction are significant predictors for quality toward online classes. Learner to the course technology interaction and learner to the instructor interaction are significant predictors for learning toward online classes. Learner to the course content interaction and learner to the instructor interaction are significant predictors of enhanced interactions in online classes. However, there is no interaction effect in learner to leaner interaction to enhance the satisfaction, quality, and learning. From the above data, the learner to the instructor interaction and the learner to the course content interaction are two important factors that influence learners’ satisfaction, quality, and learning of online courses. More participants involving in this research recommended increasing the reliability and the diversity of opinions. Besides, using the same instrument for diverse populations such as differences of culture, background, and majors may find more relationships in interactions and technologies in online education. Also, do more researches for enhancing the interaction between learner to learner and learner to the course technology. It is important to find more effective technologies and media for instructors to enhance learners’ satisfaction, quality, and learning of online education.

Esta tese aprofunda os estudos na área de formação de professores para educação básica na modalidade a distância, integrando a linha de pesquisa Ambientes Informatizados e Ensino a Distância do curso de Pós-graduação em Informática na Educaçao do CINTED/UFRGS. A Teoria da Distância Transacional estuda a distância pedagógica em ambiente virtual de aprendizagem. O objetivo é verificar como se comportam nos cursos os operadores conceituais que formam a base de compreensão deste estudo. São eles: o diálogo, a estrutura do curso e a autonomia do aluno. Estes três pilares sustentam a distância transacional para se investigar como se comportam nas disciplinas pedagógicas de cursos de licenciatura na modalidade a distância. Agrega-se a Teoria da Ação Dialógica que tem o potencial de aprofundar e enriquecer a abordagem sobre a Distância Transacional. Percorre-se brevemente o contexto histórico da Ead, os cursos de formação de professores no Brasil e o processo de escolarização da educação básica. A pesquisa é construída na triangulação analítica entre o conteúdo dos documentos referentes aos cursos e as disciplinas, o questionário assíncrono, o registro da observação no ambiente virtual de aprendizagem Netaula, o relatório de participação dos fóruns e os diálogos com a coordenação do curso de Pedagogia. A pesquisa foi desenvolvida em uma universidade particular de ensino superior da região Sul compreendendo em um estudo de caso O campo de pesquisa constitui-se de oito disciplinas pedagógicas, oferecidas do primeiro ao sétimo semestre, em sete cursos de licenciaturas, com destaque para o curso de Pedagogia, com todos os sujeitos envolvidos. Apresenta-se a voz dos agentes: alunos, os professores regentes e tutores virtuais a partir da análise dos questionários e dos fóruns das disciplinas. Os resultados mostram a relevância da aplicação da teoria da distância transacional na apreciação dos cursos de licenciatura na modalidade a distância para pensar o estreitamento da distância pedagógica nos cursos a distância. Isso implica no sentimento de pertencimento ao curso para os alunos, os professores regentes e os tutores virtuais. Destaca-se a relevância da estrutura do curso que mostra a interação mais expressiva do aluno com o conteúdo. E a importância do auto estudo e da autodisciplina para a consolidação da autonomia do aluno. / This thesis develop the studies in the area of teacher training for basic education in the distance modality, integrating the research line of Learning Management System and Distance Learning of post graduate course in informatics in education of CINTED/UFRGS. The theory of transactional distance investigate pedagogical distance in virtual learning environments. The main goal is to verify how conceptual operators make their own basis of comprehension for this study, which are: the dialogue, the structure of the course and the student autonomy. These tree pillars sustain the transactional distance to investigate how pedagogical disciplines of graduation courses behave in the distance modality. I added the dialogical action theory which has the potential to develop and enrich the approach of transactional theory. We analyze very briefly the history context of distance learning, the formation courses of professors in Brazil and the process of schooling of basic education. The research it`s built in the analytical triangulation between the content of the documents concerning the disciplines and the courses, the self-paced questionary, the observation register in the virtual learning environment Netaula, the report of the participation in the forums and the dialogues with the pedagogical course co-ordination. The research was developed in a private university of graduation teaching in the south region understanding a study of the case The rummage field it`s formed by eight pedagogical disciplines, offered from the first to the seventh semester in seven courses of graduation, and the most important for our research is the course of pedagogy with all the individuals involved. We present the voice of the agents: students, regent professors and virtual tutors starting from the review of the questionary and the discipline forums. The findings shows us relevance of the application of transactional distance theory for appreciation of graduation courses in distance modality, to analyze the decrease of pedagogical distance in the distance education courses. This implies in the feeling of belonging to the course for the students, the regent professors and the virtual tutors. The relevance of the structure of the course stands out, because it shows the most expressive interaction of the student with the content of the course. And the importance of self study and self discipline for the consolidation of the autonomy of the student.

abstract: The purpose of this action research study was to measure the transactional distance of computer science students who participated in an online virtual community after completing a college preparation program. Using data and results generated from previous cycles of research I developed and moderated an online virtual community designed to lessen transactional distance using a sequential exploratory mixed-methods research design. This study addressed the following research questions: 1. How and to what extent will participation in a virtual community influence the transactional distance between students and course content? 2. How and to what extent will participation in a virtual community influence the transactional distance between students and their instructors/teaching assistants? 3. How and to what extent will participation in a virtual community influence the transactional distance between students and other students in the same courses? The participants for this action research study included approximately 200 students enrolled in six online sections of an entry level computer programing course from various locations around the world. Also participating in the community were the online instructors who taught the course, teaching assistants, advisors, and the action researcher. Using the sociocultural, transactional distance, self-determination, and adult learning theories as a framework, the virtual community provided occasions for students and instructional team members to share experiences and support each other academically and socially. The community was designed to enable students to give and receive frequent feedback, increase autonomy and their sense of belonging, and provide additional opportunities for them to learn from each other. Through a descriptive analysis of the transactional distance survey results, I was able to determine that transactional distance between students and their teachers, and students the course content slightly increased, while the transactional distance between students and their classmates somewhat decreased. There was also an increase in average final grade and pass rate and a decrease in student withdrawal rate. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2018

Esta tese aprofunda os estudos na área de formação de professores para educação básica na modalidade a distância, integrando a linha de pesquisa Ambientes Informatizados e Ensino a Distância do curso de Pós-graduação em Informática na Educaçao do CINTED/UFRGS. A Teoria da Distância Transacional estuda a distância pedagógica em ambiente virtual de aprendizagem. O objetivo é verificar como se comportam nos cursos os operadores conceituais que formam a base de compreensão deste estudo. São eles: o diálogo, a estrutura do curso e a autonomia do aluno. Estes três pilares sustentam a distância transacional para se investigar como se comportam nas disciplinas pedagógicas de cursos de licenciatura na modalidade a distância. Agrega-se a Teoria da Ação Dialógica que tem o potencial de aprofundar e enriquecer a abordagem sobre a Distância Transacional. Percorre-se brevemente o contexto histórico da Ead, os cursos de formação de professores no Brasil e o processo de escolarização da educação básica. A pesquisa é construída na triangulação analítica entre o conteúdo dos documentos referentes aos cursos e as disciplinas, o questionário assíncrono, o registro da observação no ambiente virtual de aprendizagem Netaula, o relatório de participação dos fóruns e os diálogos com a coordenação do curso de Pedagogia. A pesquisa foi desenvolvida em uma universidade particular de ensino superior da região Sul compreendendo em um estudo de caso O campo de pesquisa constitui-se de oito disciplinas pedagógicas, oferecidas do primeiro ao sétimo semestre, em sete cursos de licenciaturas, com destaque para o curso de Pedagogia, com todos os sujeitos envolvidos. Apresenta-se a voz dos agentes: alunos, os professores regentes e tutores virtuais a partir da análise dos questionários e dos fóruns das disciplinas. Os resultados mostram a relevância da aplicação da teoria da distância transacional na apreciação dos cursos de licenciatura na modalidade a distância para pensar o estreitamento da distância pedagógica nos cursos a distância. Isso implica no sentimento de pertencimento ao curso para os alunos, os professores regentes e os tutores virtuais. Destaca-se a relevância da estrutura do curso que mostra a interação mais expressiva do aluno com o conteúdo. E a importância do auto estudo e da autodisciplina para a consolidação da autonomia do aluno. / This thesis develop the studies in the area of teacher training for basic education in the distance modality, integrating the research line of Learning Management System and Distance Learning of post graduate course in informatics in education of CINTED/UFRGS. The theory of transactional distance investigate pedagogical distance in virtual learning environments. The main goal is to verify how conceptual operators make their own basis of comprehension for this study, which are: the dialogue, the structure of the course and the student autonomy. These tree pillars sustain the transactional distance to investigate how pedagogical disciplines of graduation courses behave in the distance modality. I added the dialogical action theory which has the potential to develop and enrich the approach of transactional theory. We analyze very briefly the history context of distance learning, the formation courses of professors in Brazil and the process of schooling of basic education. The research it`s built in the analytical triangulation between the content of the documents concerning the disciplines and the courses, the self-paced questionary, the observation register in the virtual learning environment Netaula, the report of the participation in the forums and the dialogues with the pedagogical course co-ordination. The research was developed in a private university of graduation teaching in the south region understanding a study of the case The rummage field it`s formed by eight pedagogical disciplines, offered from the first to the seventh semester in seven courses of graduation, and the most important for our research is the course of pedagogy with all the individuals involved. We present the voice of the agents: students, regent professors and virtual tutors starting from the review of the questionary and the discipline forums. The findings shows us relevance of the application of transactional distance theory for appreciation of graduation courses in distance modality, to analyze the decrease of pedagogical distance in the distance education courses. This implies in the feeling of belonging to the course for the students, the regent professors and the virtual tutors. The relevance of the structure of the course stands out, because it shows the most expressive interaction of the student with the content of the course. And the importance of self study and self discipline for the consolidation of the autonomy of the student.

Esta tese aprofunda os estudos na área de formação de professores para educação básica na modalidade a distância, integrando a linha de pesquisa Ambientes Informatizados e Ensino a Distância do curso de Pós-graduação em Informática na Educaçao do CINTED/UFRGS. A Teoria da Distância Transacional estuda a distância pedagógica em ambiente virtual de aprendizagem. O objetivo é verificar como se comportam nos cursos os operadores conceituais que formam a base de compreensão deste estudo. São eles: o diálogo, a estrutura do curso e a autonomia do aluno. Estes três pilares sustentam a distância transacional para se investigar como se comportam nas disciplinas pedagógicas de cursos de licenciatura na modalidade a distância. Agrega-se a Teoria da Ação Dialógica que tem o potencial de aprofundar e enriquecer a abordagem sobre a Distância Transacional. Percorre-se brevemente o contexto histórico da Ead, os cursos de formação de professores no Brasil e o processo de escolarização da educação básica. A pesquisa é construída na triangulação analítica entre o conteúdo dos documentos referentes aos cursos e as disciplinas, o questionário assíncrono, o registro da observação no ambiente virtual de aprendizagem Netaula, o relatório de participação dos fóruns e os diálogos com a coordenação do curso de Pedagogia. A pesquisa foi desenvolvida em uma universidade particular de ensino superior da região Sul compreendendo em um estudo de caso O campo de pesquisa constitui-se de oito disciplinas pedagógicas, oferecidas do primeiro ao sétimo semestre, em sete cursos de licenciaturas, com destaque para o curso de Pedagogia, com todos os sujeitos envolvidos. Apresenta-se a voz dos agentes: alunos, os professores regentes e tutores virtuais a partir da análise dos questionários e dos fóruns das disciplinas. Os resultados mostram a relevância da aplicação da teoria da distância transacional na apreciação dos cursos de licenciatura na modalidade a distância para pensar o estreitamento da distância pedagógica nos cursos a distância. Isso implica no sentimento de pertencimento ao curso para os alunos, os professores regentes e os tutores virtuais. Destaca-se a relevância da estrutura do curso que mostra a interação mais expressiva do aluno com o conteúdo. E a importância do auto estudo e da autodisciplina para a consolidação da autonomia do aluno. / This thesis develop the studies in the area of teacher training for basic education in the distance modality, integrating the research line of Learning Management System and Distance Learning of post graduate course in informatics in education of CINTED/UFRGS. The theory of transactional distance investigate pedagogical distance in virtual learning environments. The main goal is to verify how conceptual operators make their own basis of comprehension for this study, which are: the dialogue, the structure of the course and the student autonomy. These tree pillars sustain the transactional distance to investigate how pedagogical disciplines of graduation courses behave in the distance modality. I added the dialogical action theory which has the potential to develop and enrich the approach of transactional theory. We analyze very briefly the history context of distance learning, the formation courses of professors in Brazil and the process of schooling of basic education. The research it`s built in the analytical triangulation between the content of the documents concerning the disciplines and the courses, the self-paced questionary, the observation register in the virtual learning environment Netaula, the report of the participation in the forums and the dialogues with the pedagogical course co-ordination. The research was developed in a private university of graduation teaching in the south region understanding a study of the case The rummage field it`s formed by eight pedagogical disciplines, offered from the first to the seventh semester in seven courses of graduation, and the most important for our research is the course of pedagogy with all the individuals involved. We present the voice of the agents: students, regent professors and virtual tutors starting from the review of the questionary and the discipline forums. The findings shows us relevance of the application of transactional distance theory for appreciation of graduation courses in distance modality, to analyze the decrease of pedagogical distance in the distance education courses. This implies in the feeling of belonging to the course for the students, the regent professors and the virtual tutors. The relevance of the structure of the course stands out, because it shows the most expressive interaction of the student with the content of the course. And the importance of self study and self discipline for the consolidation of the autonomy of the student.

Online courses have increased in enrollments over the past few decades. As the number of students taking online courses have increased, so has the number of students who have dropped or failed an online course. According to the literature, online courses may have higher drop rates than traditional, face-to-face courses. The number of students who fail an online course is, also, of concern. As online courses may continue to grow over the next few decades, studies on persistence in online courses may benefit students, administrators, instructional designers, educators, and researchers. Although previous research studies have addressed persistence in online courses, very few examine it from the perspectives of students who were unsuccessful in their courses. These students may have unique insights about the online experience that may have related to their lack of success. The purpose of this study was to understand the experiences of university students who have failed or dropped an online course through the lenses of transactional distance theory and Kember’s model of dropout in distance education. Transactional distance theory discusses the dialog, structure, and learner autonomy involved in an online course, while, Kember’s model presents categories that may relate to dropping an online course. Together, the theory and model may help in understanding the experiences of students who have dropped or failed an online course. In this study, semi-structured interviews were conducted with 20 participants from a large Southeastern university in the United States. Based on the participants’ responses, the data was sorted and ranked according to the amount of transactional distance in their courses, as well as the categories of Kember’s model. Many of the participants who experienced low or high transactional distance have, also, expressed an issue with the goal commitment category of Kember’s model. Additionally, there were important differences in the student characteristics of those who dropped or failed an online course. Furthermore, suggestions for improving online courses were given by the participants. Some of these suggestions included more student-instructor interactions, the use of more technology tools in their online course, and for orientations to the online environment to be offered.

The purpose of this study was to explore the relationship between faculty perceptions, selected demographics, implementation of elements of transactional distance theory and online web-based course completion rates. This theory posits that the high transactional distance of online courses makes it difficult for students to complete these courses successfully; too often this is associated with low completion rates. Faculty members play an indispensable role in course design, whether online or face-to-face. They also influence course delivery format from design through implementation and ultimately to how students will experience the course. This study used transactional distance theory as the conceptual framework to examine the relationship between teaching and learning strategies used by faculty members to help students complete online courses. Faculty members’ sex, number of years teaching online at the college, and their online course completion rates were considered. A researcher-developed survey was used to collect data from 348 faculty members who teach online at two prominent colleges in the southeastern part of United States. An exploratory factor analysis resulted in six factors related to transactional distance theory. The factors accounted for slightly over 65% of the variance of transactional distance scores as measured by the survey instrument. Results provided support for Moore’s (1993) theory of transactional distance. Female faculty members scored higher in all the factors of transactional distance theory when compared to men. Faculty number of years teaching online at the college level correlated significantly with all the elements of transactional distance theory. Regression analysis was used to determine that two of the factors, instructor interface and instructor-learner interaction, accounted for 12% of the variance in student online course completion rates. In conclusion, of the six factors found, the two with the highest percentage scores were instructor interface and instructor-learner interaction. This finding, while in alignment with the literature concerning the dialogue element of transactional distance theory, brings a special interest to the importance of instructor interface as a factor. Surprisingly, based on the reviewed literature on transactional distance theory, faculty perceptions concerning learner-learner interaction was not an important factor and there was no learner-content interaction factor.

This applied dissertation was designed to provide better access to current information for best practices in kindergarten to Grade 12 (K-12) online learning. Virtual schooling is becoming a mainstream option for high school students, especially when some courses are not offered in every traditional school. Despite its increased popularity, very few studies had been conducted in K-12 virtual schooling. There was a need for more research based on the perspectives of adolescent students to understand the importance of quality interactions that can bridge the psychological and communications gap that may result when the learner and teacher are separated by time and distance. A quantitative study was conducted at a district-level high school located in the southeastern area of Florida to understand the relationship between adolescent students’ perceptions of the quality and level of learner-teacher, learner-learner, and learner-content interactions; academic achievement; and satisfaction in an online course. Transactional distance theory was used to explain if the quality interactions utilizing synchronous and asynchronous tools have the potential to increase the dialogue within this online course, thereby, reducing the transactional distance. Data was gathered by using a nonexperimental, self-reported, Web-based interaction preferences survey of approximately 50 high school students. Descriptive and nonparametric inferential statistical methods were used to guide, interpret, and analyze students’ responses from this survey.

The ubiquitous nature of digital and social media has had a tremendous impact on higher education. In essence, these new pedagogical media has required faculty members to learn new methodologies to deliver their course content—often through distance education approaches. Transactional Distance Theory, designed by distance research scholar Michael Moore, is the preferred framework for instructional design for distance education. Even though there are examples of student affairs educators teaching students online, there are limited references to distance learning theory as a foundation for the work they are doing. This study was designed to explore the ways in which two online orientation co-curricular educational opportunities (CCeOs) created for student affairs departments adhere to the tenets of Moore's Transactional Distance Theory. In addition, a secondary purpose was to identify tangible examples that could inform an operationalize definition of Moore's Transactional Distance Theory for application in student affairs online CCeO development and, ultimately, enhance learning efficacy for these online educational programs, which is the purpose of an instructional design theory. The theoretical framework for this study was Moore's Transactional Distance theory. Document analysis was used to assess and interpret materials from two online orientation programs. The findings of this investigation reveal the existence of two online CCeOs created by, or for, student affairs educators that adhere in significant, although limited, ways to a pedagogical theory traditionally used in online course design. / Ph. D. / Distance education is a growing field. Those responsible for the development of academic courses have sought out theories to guide their practice. Transactional Distance Theory, designed by distance research scholar Michael Moore, is the preferred framework for instructional design for distance education. There are also examples of student affairs professionals teaching students online. However, there are limited references to distance learning theory as a foundation for the work they are doing. This study was designed to explore the ways in which two online orientation programs created for student affairs departments adhere to the tenets of Moore’s Transactional Distance Theory. In addition, a secondary purpose was to identify tangible examples that could inform an operationalize definition of Moore’s Transactional Distance Theory for application in student affairs and, ultimately, enhance learning efficacy for these online educational programs, which is the purpose of an instructional design theory. The theoretical framework for this study was Moore’s Transactional Distance theory. Document analysis was used to assess and interpret materials from two online orientation programs. The findings of this investigation reveal the existence of two orientation programs created by, or for, student affairs educators that adhere in significant, although limited, ways to a pedagogical theory traditionally used in online course design.

The goal of this research was to explore how students with blindness (SwBs) use information and communication technology (ICT) for learning at the University of South Africa (UNISA). To do this the critical paradigm was used as a way of viewing the educational world. Underpinned by Transactional Distance Theory, Cultural Historical Activity Theory, Universal Design for Learning and Critical Theory, the study was qualitative and used narrative inquiry. The selection of the participants was made through purposive and snowball sampling and data collected through life stories, in-depth and telephonic interviews. The findings culminated in two major findings: 1) the use of ICT for learning; and 2) inclusive digital approaches. The first has emerging themes, for instance, (a) challenges with mathematical, scientific and accounting signs; (b) inability to access graphic learning material; (c) incompatibility of software; (d) lack of timely access to electronic learning materials; (e) high cost of ICT tools; (f) personal computers and laptops; (g) myUnisa and myLife; (h) voice recorders, Brailler, screen readers and videoconferencing; (i) electronic mail (e-mail); and (j) mobile telephones. The themes for the second major finding include: (a) authentic use of student-centred approaches; (b) inconsistency between policy and practice; (c) testing and re-testing of assessment tools; and (d) regular seeking of students‘ views and experiences. The proposed ‗Inclusive Critical use of Technology‘ (ICuT) framework was developed to and can be used as an effective guide if it is foregrounded by applicable distance learning theories and appropriate technologies. The study recommends the use of inclusive and critical approaches when integrating ICT into teaching and learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)