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Michael G. Moore
Professor of Education
The Pennsylvania State University, U.S.A.
Editor: The American Journal of Distance Education
www.ajde.com
Historical perspective.
International Council for Correspondence Education (ICCE) 1972.
.. the universe of instruction consists of two families of teaching
behaviors, "contiguous teaching" and "distance teaching."
distance teaching:
"instructional methods in which the teaching behaviors are
executed apart from the learning behaviors,.. so that
communication must be facilitated by print, electronic,
mechanical, or other devices."
we should direct resources to the macro-factors: describing
and defining the field; discriminating between the various
components of this field; building a theoretical framework...
Origin of the term "Distance Education
Evolution of Theory of
Transactional Distance
(based on Stover, UMUC 2003)
First steps
Moore started by gathering a large sample of independent
study programs.
TV and radio
Correspondence
Programmed instruction
Computer-assisted instruction
Telephone
Dial access audio tapes
Independent learning on campus
Computer-assisted instruction
TV and radio
Telephone groups
Dial access audio tapes
High dialog
High
individualization
Low
individualization
Low dialog
High
individualization
Low
individualization
Independent learning on
campus
Individual telephone
Individual correspondence
Group telephone
Group correspondence
Computer-assisted instruction
Programmed instruction
Dial access audio tapes
TV
Radio
Textbook study
Note:
D and S are continuous variables, i.e. every program has more
or less D and S.
less
Structure
more
How
Howthe
thevariables
variablesofofdialog
dialogand
andstructure
structuredetermine
determine
transactional
transactionaldistance
distancecan
canbe
beshown
shownininaasimple
simplegraph.
graph.
a
Tr
more
a
s
n
io
ct
d
l
a
an
t
s
ce
in
ea
r
c
Dialog
s
e
s
less
less
Structure
more
Transactional distance
11. Textbook self-directed
independent reading
10. radio
5. GROUP correspondence
4. GROUP telephone
9. TV
8. dial access audio tapes
3. individualized
correspondence teaching
7. computer-assisted instruction
2. individualized telephone
1. independent
study on campus
personal tutorials
more
6. programmed instruction
Dialog
less
atio
z
i
l
ua
e
d
r
i
v
u
i
uctfor ind
r
t
S city
pa
s
les re Ca
mo
re
mo
Tra
nsa
ctio
nal
dis
log
Dia
s
les
tan
s
les
To
Tobetter
betterunderstand
understandMoores
Moores
second
secondhypothesis,
hypothesis,we
wemust
must
first
firstrotate
rotateour
our22dimensional
dimensional
diagram.
diagram.
ce
s
les
atio
z
i
l
ua
e
d
r
i
v
tu indi
nce
a
c
t
u
s
l di
Strcity for
a
n
ctio
pa
a
s
a
s
s
n
le re C
Tra
o
m
re
mo
Tra
ns a
c ti o
nal
dist
log
Dia
anc
the
thelevel
levelofofautonomy
autonomy
required
requiredofofthe
thelearner
learner
increases
increasesas
astransactional
transactional
distance
distanceincreases.
increases.
AUTONOMY
re
mo n
s
les
Determinants of autonomy
6. NNA (autonomy only in
evaluationmost rare)
EVALUATION
5. NAA (autonomy
in execution and
evaluation
uncommon)
Autonomy
Autonomyitself
itselfisisaathree-dimensional
three-dimensional
concept.
It
shows
for
concept. It shows forany
anyprogram
programthe
thetype
type
ofofcontrol
that
the
learner
is
allowed
in:
control that the learner is allowed in:
establishing
establishinggoals
goals
executing
executingthe
thelearning
learningprogram
program
evaluating
progress
evaluating progress
GOALS
8. NNN (no autonomy)
EC
X
E
N
TI
U
Transactional
distance
Transactional
Transactionaldistance
distancecan
canbe
be
viewed
viewedas
asaaset
setofoftiered
tieredplatforms.
platforms.
As
Asone
onesteps
stepsaway
awayfrom
fromthe
theorigin
origin
(dialog
(dialogor
orstructure),
structure),the
thesteps
stepsalso
also
increase
increaseininheight
height(autonomy).
(autonomy).
high
more
Autonomy permitted/
required by the
teaching method
more
Structure
les
s
less
low
more
Dialog
less
Different
Differentteaching
teachingprograms
programscan
canbe
be
viewed
viewedas
asglasses
glassesthat
thatare
arestacked
stacked
on
onthese
thesetiers
tiersaccording
accordingtototheir
their
degrees
degreesof
ofstructure
structureand
anddialog.
dialog.
more
Autonomy
les
s
more
The
Theheight
heightofofthe
theglass
glassrepresents
represents
the
degree
of
autonomy
the degree of autonomythat
thatisis
permitted
permittedininan
anactual
actualprogram.
program.
Structure
less
low TD
more
Dialog
less
The
Theheight
heightofofthe
theliquid
liquidwithin
withinthe
the
glass
represents
the
degree
of
glass represents the degree of
autonomy
autonomythat
thatisisrequired
requiredofofthe
the
learner.
learner.
Thus,
Thus,the
themanner
mannerininwhich
whichaaprogram
programisis
designed and conducted can result in
high TD designed and conducted can result in
requiring
requiringor
orpermitting
permittingaahigher
higheror
orlower
lower
overall
overalllevel
levelofofautonomy.
autonomy.
more
Autonomy
les
s
more
Structure
less
low TD
more
Dialog
less
For
Forinstance,
instance,aacourse
coursetaught
taught
ONLINE
technology
allowing
ONLINE technology allowingaa
low
lowdegree
degreeof
ofstructure
structureand
andhigh
high
dialog,
dialog,permitting
permittingaalow
lowdegree
degreeof
of
learner
learnerautonomy
autonomy----could
couldbe
be
designed
with
high
structure
designed with high structure
and/or
and/orlow
lowdialog
dialogand
andrequire
requireaa
high
highdegree
degreeof
ofautonomy.
autonomy.
high TD
The
Thefinal
finalfactor
factortotobe
beconsidered
consideredisisthe
the
capacity
of
the
learner
for
autonomous
capacity of the learner for autonomous
learning.
learning.The
Thelearners
learnerscapacity
capacityhas
hasaalot
lottoto
do
dowith
withpersonality,
personality,learning
learningstyles,
styles,prior
prior
experience,
experience,and
andother
otherfactors,
factors,including
includingthe
the
content
to
be
learned
content to be learned
more
Autonomy
les
s
more
Structure
less
low TD
more
Dialog
less
This
Thisdetermines
determineshow
howhigh
highthe
the
learner
learnercan
canreach
reachand
andlets
letsus
us
see
what
teaching
strategies
are
see what teaching strategies are
appropriate.
appropriate.
Conclusion
Using this construct, we can see that we
can design courses for different degrees
of learner autonomy by varying dialog
and structure .
We can design research to explore and
test the many interactions within and
between these variables
which gets back to the basis of Moores
original investigations.
Elaboration of theory .
A Systems Approach in Theory Building
Farhad Saba
Department of Educational Technology, San Diego State University
Chapter forthcoming in Handbook of Distance Education, Second Edition, 2007
Saba, F., & Twitchell, D. (1988). Research in distance education. A system modeling
approach.
The American Journal of Distance Education, 2(1), 9-24.
Saba, F. (1989). Integrated telecommunications systems and instructional transaction.
The American Journal of Distance Education, 2(3), 17-24.
Saba, F. (2003). Distance education theory, methodology, and epistemology:
A pragmatic paradigm. In M. G. Moore & W. G. Anderson (Eds.),
Handbook of distance education (pp. 3-20). Mahwah, NJ: Lawrence Erlbaum Associates.
Saba, F., & Shearer, R. L. (1994). Verifying key theoretical concepts in a dynamic model
of distance education. The American Journal of Distance Education, 8(1), 36-59.
Structure
Structure
Dialog
Time
Transactional Distance
Instructional-learning system
Instructional program
structure (content, objectives, strategies, evaluation)
learner
learner
teacher
dialogue
teacher
empathy
autonomy
LEARNING
GROUPS
With
Withnew
newinteractive
interactive
technology
technologywe
wehave
have
potential
for
dialog
potential for dialog
between
betweenlearners
learnersand
andaa
new
newform
formof
oflearner-learner
learner-learner
autonomy
reducing
autonomy reducingthe
the
transactional
distance
transactional distancefor
for
each
student.
each student.
Lowell (2004)
Dupin-Bryant (2004)
Thank you..
Michael G. Moore
www.ajde.com
Forthcoming
HANDBOOK OF DISTANCE EDUCATION. SECOND EDITION
http://www.erlbaum.com