Subject: Addressing transactional distance in practice
david.m.kennedy@talk21.com
Date: Thu 11 Nov 1999 - 22:47:14 MET
From: david.m.kennedy@talk21.com Date: Thu, 11 Nov 1999 21:35:02 GMT+00:00 Subject: Addressing transactional distance in practice
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Wendy,
What a refreshing invitation you have given us! - to address in practical terms the issues implicit in the concept of transactional distance.
Let me give an indication of how, at the University of Paisley, Scotland, we respond to some of these issues. The examples I give relate to a degree programme for practising health professionals.
GEOGRAPHICAL DISTANCE
The issue:
Physical separation from learning resources.
Our response:
We present our teaching materials in both hypertext and - more importantly - in written form; that is, in slim, portable booklets which students can take with them as they travel to their daily work. This provides a more accessible format than even a laptop. So it's computer at home, booklet in transit.
The issue:
Different time zones in Alabama, the UK, Norway, Hong Kong and Saudi Arabia.
Our response:
Asynchronous weekly discussion topics. These relate the concepts within the learning materials to the professional daily experience of students. The summary of each discussion is archived.
PSYCHOLOGICAL DISTANCE
The issue:
Potential difficulty experienced by the student in understanding or applying the concepts presented in the learning materials.
Our response:
Daily online access by the student to the teacher and to fellow students.
The issue:
'Credibility' distance: the notorious 'theory-practice' or 'rhetoric-reality' gap.
Our response:
The teacher respects the student's expertise and on-site knowledge, elicits it, and encourages the student to share it with the whole student group.
SOCIAL DISTANCE
The issue:
The potential separation of the student from the supportive dynamics of a wider group of co-students.
Our responses:
Weekly teleconferences, with space in them for both social and learning interactions.
Suggesting and fostering collaborative working practices; for example, students working together to present reviews of the recommended journal articles to the wider group of students.
The issue:
The status gradient between student and teacher.
Our response:
The teacher participates equally in all collaborations and discusssions. Usually this involves an initiation role, but it then merges into a participation role.
These are only limited, illustrative examples of what we experience together as students and teachers. There are other distance issues I would happily discuss - access distance, power distance, financial distance - but.....you've had enough!
With appreciation of the contributions of all fellow discussants in this transactional distance environment!
David
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