Subject: RE: Transactional Distance Theory
From: Steve Stahl (sstahl@together.net)
Date: Tue 02 Nov 1999 - 17:25:45 MET
From: "Steve Stahl" <sstahl@together.net> Subject: RE: Transactional Distance Theory Date: Tue, 2 Nov 1999 08:25:45 -0800
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Hello:
I would like to pose a question regarding the term structure within the
Transactional Distance Theory. When I think of structure in the context of
instruction, I consider it to include on one end of the continuum, the frame
and sequence of activities (or lack thereof) that an instructor uses to
facilitate learning, and on the other end of the continuum, the content
that the instructor tries to transfer to the students. I am having trouble
seeing that structure on the first part of the continuum (one of
facilitation) adds to transactional distance. In fact, I would suggest that
it decreases transactional distance if done correctly. My question is, am I
misunderstanding what is meant in this context by structure?
Let me provide an example to illustrate my line of thinking. Students in a
distance program are given a broad question to answer by teacher X (i.e. How
do you see transactional distance theory impacting distance education?)
Teacher X provides no further structure to the question, allowing students
to work independently or in groups as they see fit and to submit a paper.
Teacher Y poses the same question but adds the following structure:
Students should work in groups of 4, and select one course that at least one
of the group has participated in to examine in practical terms what the
impact of the components of the theory had in relationship to the theory as
a whole. Students are then to share the paper they write with the rest of
the group (including the instructor) and lead a synchronous or asynchronous
(their choice) discussion on their project.
Unless I am misunderstanding the theory, teacher Y's group will have less
transactional distance precisely due to the structure imposed. While Teacher
X may have individual projects submitted with no interaction between
students.
I believe the same can be observed in discussion groups. Provide no
structure and no task to complete and no one will post. Transactional
distance will be great. Provide a clear task to complete and basic
guidelines, interaction will occur and transactional distance will be
decreased.
Now if one is only considering structure to be the structure of an
objectivist, lecture based, behaviorally defined curriculum, I would be more
likely to agree with the theory.
Your thoughts?
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