UZAKTAN EĞİTİMDE UZAKLIĞIN BOYUTLARI VE TASARIMI: COĞRAFİ UZAKLIĞA KARŞIN TRANSAKSİYONEL (PSİKOLOJİK VE İLETİŞİMSEL) UZAKLIĞIN AZALTILMASI

Year 2010, Issue: 20, 95 - 118, 09.05.2013

Mehmet Horzum

Abstract

The purpose of this research is to reveal the notion of transactional distance, its components and the ways to reduce transactional distance. The concept of transactional distance, one of the theories of distance education, is developed by Michael G. Moore. Transactional distance, perceived element in distance education, is not a geographical distance. It can be considered as a space which leads to misunderstanding. In other words, transactional distance is a distance leading to potential misunderstanding between instructor and student behaviors resulted from
psychological and communication gap. There are two components of transactional distance, namely structure and dialog. Transactional distance increases as the structure increases and dialog decreases; whereas, it decreases as the structure decreases and the dialog increases. Dialog and increasing communication are the basic ways of reducing transactional distance. 

Keywords

Distance Education, Transactional Distance, Structure, Dialog

UZAKTAN EĞİTİMDE UZAKLIĞIN BOYUTLARI VE TASARIMI: COĞRAFİ UZAKLIĞA KARŞIN TRANSAKSİYONEL (PSİKOLOJİK VE İLETİŞİMSEL) UZAKLIĞIN AZALTILMASI

Abstract

Bu araştırmanın amacı uzaktan eğitim kuramlarından biri olan
Transaksiyonel Uzaklık Kuramının ne olduğu, bileşenlerinin neler olduğu ve
transaksiyonel uzaklığı azaltma yollarını ortaya koymaktır. Transaksiyonel Uzaklık
kuramı, Michael G. Moore tarafından geliştirilmiş bir uzaktan eğitim kuramıdır.
Uzaktan eğitim ortamlarında uzaklık olarak algılanan unsurun coğrafi bir uzaklık
değil, yanlış anlamaya yol açan psikolojik ve iletişimsel bir boşluk olduğu ifade
edilmektedir. Makalede genel olarak aşağıdaki tespitleri açıklayıcı tarzda
tartışmalara yer verilmiştir. Transaksiyonel uzaklık, öğretici ve öğrenci davranışları
arasındaki potansiyel yanlış anlamalara yol açan, psikolojik ve iletişim boşluğunun
neden olduğu uzaklıktır. Transaksiyonel uzaklığın yapı ve diyalog olmak üzere iki
bileşeni vardır. Uzaklık, yapının artması ve diyalogun azalması ile artmakta,
yapının azalması diyalogun artması ile azalmaktadır. Uzaktan eğitimde öğrencilerin
algıladıkları uzaklığı azaltmanın temel yolları diyalog ve etkileşimi artırma, yapıyı
azaltmadır.

Keywords

Uzaktan Eğitim, Transaksiyonel Uzaklık, Yapı, Diyalog

References

• Barker, B.O. (1995). Strategies to ensure interaction in communicated distance learning. ACSDE Research Monograph, 12, 5-12.
• Barrett, S. (2002). Overcoming transactional distance as a barrier to effective communication over the internet.International Education Journal,3(4), 34-42.
• Braxton, S.N. (2000). Empirical comparison of technical and non-technical distance education courses to derive a refined transactional distance theory as the framework for a utilization-focused evaluation tool.Unpublished dissertation.George Washington University.
• Care, W.D. (1996).The transactional approach to distance education.Adult Learning,7(6), 11-12.
• Carnwell, R. (1999). Distance education and need for dialogue, Open Learning, 14(1), 50-55.
• Chen, Y.J. ve Willits, F.K. (1998) Dimensions of educational transactions in a videoconferencing learning environment, American Journal of Distance Education, 13(1), 1–21.
• Dewey, J. ve Bentley, A.F. (1949).Knowing and Known. Beacon Pres. Boston, USA.
• Dron, J., Seidel, C. ve Litten, G. (2004). Transactional distance in a blended learning environment.ALT-J, Research in Learning Technology.12(2).
• Evans, T.D. ve Nation, D.E. (1989).Dialogue in practice, research and theory in distance education.Open Learning, 4(2), 37-42.
• Gorsky, P. ve Caspi, A. (2005a).A critical analysis of transactional distance theory.Quarterly Review of Distance Education, 6(1), 1-11.
• Gorsky, P. ve Caspi, A. (2005b). Dialogue: a theoretical framework for distance education instructional systems. British Journal of Educational Technology, 36(2), 137-144.
• Harasim, L., Hiltz, S., Teles, L. ve Turoff, M. (1995) Learning network: a field guide to teaching and learning online. MIT Press, Cambridge, MA. USA.
• Hillman, D.C.A., Willis, D.J. ve Gunawardena, C.N. (1994). Learner-interface interaction in distance education: An extension of contemporary models and strategies for practitioners. American Journal of Distance Education, 8(2), 30- 42.
• Huang, H.M. (2002). Student perceptions in an online mediated environment.International Journal of Instructional Media, 29(4), 405-422.
• Jung, I. (2000). Enhancing Teaching and Learning Through Research: Focusing on Web-based Distance Education. CRIDALA 2000 – Enhancing learning and teaching through research 1. The Open University of Hong Kong, 21 - 24 June, 2000.
• Jung, I., Seonghee, C., Lim, C. ve Leem, J. (2002). Effect of different type of interaction on learning achievement, satisfaction and participation in Web Based Instruction.Innovation in Education and Teaching International, 39(2), 153-162.
• Kawachi, P. (2003). Support for Collaborative e-Learning in Asia. The Asian Society of Open and Distance Education, 1(1), 46-59.
• Kearsley, G. ve Lynch, W. (1996). Structural issues in distance education.Journal of Education for Business.71(4).
• Keegan, D. (1996). Foundations of distance education: third edition. Routledge studies in distance education Series. London and New York.
• Lemak, D.J., Montgomery, J.C. ve Reed, R. (2003). Instructor effectiveness in distance education: the case of technology and transactional distance. Academy of Management Best Conference Paper 2003.
• McAteer, E. ve Marsden, S. (2004). Frameworks for the representation and analysis of networked learning activity.Networked learning conference 2004.http://www.shef.ac.uk/nlc2004/Proceedings/Symposia/Symposium7/McAt eer_ Marsden.htm adresinden 25.07.2005 tarihinde erişilmiştir.
• McIsaac, M.S. ve Gunawardena, C.N. (1996). Distance Education. Ed: D.H. Jonassen, Handbook of research for educational communications and technology: a project of the association for educational Communications and Technology. 403-437. New York: Simon&Schuster Macmillan.
• Moore, M.G. (1972). Learner autonomy: The second dimension of independent learning. learner_autonomy.pdf adresinden 18.02.2005 tarihinde erişilmiştir.
• Moore, M.G. (1973b). Toward a theory of independent learning and teaching. Journal of higher education, XLIV(12), 661-679. http://www.ajde.com/Documents/ adresinden 18.02.2005 tarihinde erişilmiştir.
• Moore, M.G. (1989). Three types of interaction.The American Journal of Distance Education, 3(2), 1-6.
• Moore, M.G. (1993). Theory of transactional distance. Ed.: Keegan, D. Theoretical Principle of distance education. Routledge, 22-38.
• Moore, M.G. ve Kearsley, I.G. (1996). Distance education: a systems view. Wadsworth Publishing Company.
• Offir, B., Lev, Y., Lev, Y., Barth, I. ve Shteinbek, A. (2004). An integrated analysis of verbal and nonverbal interaction in conventional and distance learning environment.Journal of Educational Computing Research, 31(2), 101-118.
• Sandoe, C. (2005). Measuring Transactional Distance in Online Courses: The Structure Component.Unpublished dissertation. University of South Florida.
• Stow, R.C. (2005). Minimizing the distance in distance learning.Human Kinetics ATT, 10(2), 57-59
• Sutton, L. (2000). Vicarious interaction: a learning theory for computer-mediated communications. Paper presented at the Annual meeting of the American Educational Research Assocation, 24-28 April 2000 New orleans. Eric Document.
• Swain, C. (2002). Improving traditional teaching using findings from distance education.Effective Teaching, [Online series], 5(2), http://cte.uncwil.edu /et/articles/Swain/ adresinden 12.11.2006 tarihinde erişilmiştir.
• Şimşek, N. (2002). Teknoloji Destekli Eşitlik Açıköğretimde Daralmayı Gerektirir mi?Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 34(1–2),71–75.
• Woods, R.H., ve Baker, J.D. (2004). Interaction and Immediacy in Online Learning.International Review of Research in Open and Distance Learning, 5(2).http://www.irrodl.org/content/v5.2/woods-baker.html adresinden 27.09.2006 tarihinde erişilmiştir.
• Yatchou, R., Nkambou, R. ve Tangha, C. (2004). An approach to reduce transactional distance: semi-synchronous distance monitoring of learners. Information Technology Based Higher Education and Training, 2004. ITHET 2004.Proceedings of the Fifth International Conference.ieeexplore.ieee.org/iel5/9391/29802/01358128.pdf? arnumber=1358128 adresinden 225.07.2005 tarihinde erişilmiştir.
• Zhang, A.U. (2003). Transactional distance in web based college learning environments: toward measurement and theory construction.PhD Thesis.Virginia Commonwealth University.