Transactional distance theory in distance learning: Past, current, and future research trends

Krishnashree Achuthan; Vysakh Kani Kolil; Sharanya Muthupalani; Raghu Raman

doi:10.30935/cedtech/14131

Krishnashree Achuthan ¹ ^* , Vysakh Kani Kolil ¹, Sharanya Muthupalani ¹, Raghu Raman ² ³

More Detail

CONT ED TECHNOLOGY, Volume 16, Issue 1, Article No: ep493

https://doi.org/10.30935/cedtech/14131

Submitted: 18 July 2023, Published Online: 18 January 2024

OPEN ACCESS 612 Views 608 Downloads

Download Full Text (PDF)

Abstract

The accelerated adoption of distance learning in post-pandemic times has resulted in increasing research publications and review studies in a short time. This necessitates the exploration of a large corpus of academic publications for effective distance learning and learning strategies. As distance learning stakeholders have assimilated the transactional approach to understanding distance learning, transactional distance theory (TDT) is relevant to understand ways to reduce the distance between learners and educators for maximum effectiveness of distance learning. Our study applies TDT to review distance learning from a supply perspective and as a tool to ensure the improved quality of distance learning. This paper has two key contributions: we have presented evidence synthesis and conducted a foresight exercise. Following preferred reporting items for systematic reviews and meta-analyses guidelines, 275 documents published between 1994 and 2022 were identified for review. Our analysis revealed patterns, relationships, and trends in the application of TDT in various distance learning contexts. Most TDT research is conducted in social sciences (83.7%), with computer science accounting for 42.6% of the studies. The course materials’ structure and design have also received considerable attention, with around 40.0% of the research focused on this area. For distance learning, studies revolve around factors such as student engagement, satisfaction, and TDT, which examine the distance between learners and instructors in various learning environments. Through systematic review and meta-analysis, we identify the three thematic areas in TDT research on distance learning. We have chartered themes on the effect of alternate design distance learning platforms on learner success, pushing the development boundaries in distance learning success through TDT, and the practical processes for designing successful distance learning courses via TDT-based pedagogical frameworks. In doing so, we streamline research in TDT and distance learning thematically and provide insight into further work. In addition, this study analyzed the relationships between sustainable development goal (SDG) and TDT literature. The co-citation analysis suggested that the strongest links were observed between education and innovation (SDG 4 and SDG 9), followed by education and gender equality (SDG 4 and SDG 5).

Keywords: bibliometrics, sustainable development, SDG, e-learning, TDT, transactional distance, science mapping

References

Abuhassna, H., Al-Rahmi, W. M., Yahya, N., Zakaria, M. A. Z. M., Kosnin, A. B. M., & Darwish, M. (2020). Development of a new model on utilizing online learning platforms to improve students’ academic achievements and satisfaction. International Journal of Educational Technology in Higher Education, 17, 38. https://doi.org/10.1186/s41239-020-00216-z
Abuhassna, H., Busalim, A. H., Mamman, B., Yahaya, N., Zakaria, M. A. Z. M., Al-Maatouk, Q., & Awae, F. (2022). From student’s experience: Does e-learning course structure influenced by learner’s prior experience, background knowledge, autonomy, and dialogue. Contemporary Educational Technology, 14(1), ep338. https://doi.org/10.30935/cedtech/11386
Achuthan, K., & Murali, S. S. (2015). A comparative study of educational laboratories from cost & learning effectiveness perspective. In R. Silhavy, R. Senkerik, Z. Oplatkova, Z. Prokopova, & P. Silhavy (Eds.), Software engineering in intelligent systems. Advances in intelligent systems and computing (vol. 349). Springer, Cham. https://doi.org/10.1007/978-3-319-18473-9_15
Achuthan, K., Nair, V. K., Kowalski, R., Ramanathan, S., & Raman, R. (2023). Cyberbullying research–Alignment to sustainable development and impact of COVID-19: Bibliometrics and science mapping analysis. Computers in Human Behavior, 140, 107566. https://doi.org/10.1016/j.chb.2022.107566
Achuthan, K., Raghavan, D., Shankar, B., Francis, S. P., & Kolil, V. K. (2021). Impact of remote experimentation, interactivity and platform effectiveness on laboratory learning outcomes. International Journal of Educational Technology in Higher Education, 18, 38. https://doi.org/10.1186/s41239-021-00272-z
Alhazbi, S., & Hasan, M. A. (2021). The role of self-regulation in remote emergency learning: Comparing synchronous and asynchronous online learning. Sustainability, 13(19), 11070. https://doi.org/10.3390/su131911070
Amoozegar, A., Abdelmagid, M., & Anjum, T. (2022). Course satisfaction and perceived learning among distance learners in Malaysian research universities: The impact of motivation, self-efficacy, self-regulated learning, and instructor immediacy behavior. Open Learning. https://doi.org/10.1080/02680513.2022.2102417
Ananga, P. (2020). Pedagogical considerations of e-learning in education for development in the face of COVID-19. International Journal of Technology in Education and Science, 4(4), 310-321. https://doi.org/10.46328/ijtes.v4i4.123
Ariel, N., Millikovsky-Ayalon, M., & Feldhorn, O. K. (2023). “Watching the backstage of your mind”: Redesigning learning how to learn. Education and Information Technologies, 28, 9709-9730. https://doi.org/10.1007/s10639-023-11580-4
Baas, J., Schotten, M., Plume, A., Côté, G., & Karimi, R. (2020). Scopus as a curated, high-quality bibliometric data source for academic research in quantitative science studies. Quantitative Science Studies, 1(1), 377-386. https://doi.org/10.1162/qss_a_00019
Bai, X., & Vu, K.-P. L. (2022). Online learning: Does integrated video lecture help you learn more efficiently? In V. G. Duffy, M. Lehto, Y. Yih, & R. W. Proctor (Eds.), Human-automation interaction: Manufacturing, services and user experience (pp. 531-548). Springer. https://doi.org/10.1007/978-3-031-10780-1_29
Behl, A., Jayawardena, N., Pereira, V., Islam, N., Del Giudice, M., & Choudrie, J. (2022). Gamification and e-learning for young learners: A systematic literature review, bibliometric analysis, and future research agenda. Technological Forecasting and Social Change, 176, 121445. https://doi.org/10.1016/j.techfore.2021.121445
Benson, R., & Samarawickrema, G. (2009). Addressing the context of e-learning: Using transactional distance theory to inform design. Distance Education, 30(1), 5-21. https://doi.org/10.1080/01587910902845972
Bhattacharya, S. (2020). What is so wrong with online teaching. Economic and Political Weekly, 55(23), 19-21.
Blayone, T. J. B., vanOostveen, R., Barber, W., DiGiuseppe, M., & Childs, E. (2017). Democratizing digital learning: Theorizing the fully online learning community model. International Journal of Educational Technology in Higher Education, 14, 13. https://doi.org/10.1186/s41239-017-0051-4
Bolliger, D. U., & Halupa, C. (2018). Online student perceptions of engagement, transactional distance, and outcomes. Distance Education, 39(3), 299-316. https://doi.org/10.1080/01587919.2018.1476845
Bonilla, C. A., Merigó, J. M., & Torres-Abad, C. (2015). Economics in Latin America: A bibliometric analysis. Scientometrics, 105(2), 1239-1252. https://doi.org/10.1007/s11192-015-1747-7
Boyd, R. D., & Apps, J. W. (1980). Redefining the discipline of adult education. WorldCat.
Broadus, R. N. (1987). Toward a definition of “bibliometrics.” Scientometrics, 12(5), 373-379. https://doi.org/10.1007/BF02016680
Brown, B. A. (2022). Teaching approaches, social support, and student learning in non-traditional classrooms in higher education. In B. A. Brown, & A. Irons (Eds.), The Emerald handbook of higher education in a post-COVID-19 world: New approaches and technologies for teaching and learning (pp. 71-106). Emerald Group Publishing Limited. https://doi.org/10.1108/978-1-80382-193-120221004
Cancino, C. A., Merigó, J. M., & Coronado, F. C. (2017). A bibliometric analysis of leading universities in innovation research. Journal of Innovation & Knowledge, 2(3), 106-124. https://doi.org/10.1016/j.jik.2017.03.006
Cebi, A. (2023). How e-learning readiness and motivation affect student interactions in distance learning? Education and Information Technologies, 28(3), 2941-2960. https://doi.org/10.1007/s10639-022-11312-0
Chawinga, W. D., & Zozie, P. A. (2016). Increasing access to higher education through open and distance learning: Empirical findings from Mzuzu University, Malawi. International Review of Research in Open and Distance Learning, 17(4). https://doi.org/10.19173/irrodl.v17i4.2409
Chen, T.-Y., Chang, Y.-H., & Hung, C. (2009). A conceptual framework for instructional design in blended learning environment. In Proceedings of the 2^nd International Conference on Advanced Computer Theory and Engineering (pp. 1645-1653). https://doi.org/10.1115/1.802977.paper207
Chen, Y., Wang, Y., Kinshuk, & Chen, N.-S. (2014). Is FLIP enough? or should we use the FLIPPED model instead? Computers & Education, 79, 16-27. https://doi.org/10.1016/j.compedu.2014.07.004
Choudhury, S., & Pattnaik, S. (2020). Emerging themes in e-learning: A review from the stakeholders’ perspective. Computers & Education, 144, 103657. https://doi.org/10.1016/j.compedu.2019.103657
Ciotti, M., Ciccozzi, M., Terrinoni, A., Jiang, W.-C., Wang, C.-B., & Bernardini, S. (2020). The COVID-19 pandemic. Critical Reviews in Clinical Laboratory Sciences, 57(6), 365-388. https://doi.org/10.1080/10408363.2020.1783198
Coupe, T. (2003). Science is golden: Academic R&D and university patents. The Journal of Technology Transfer, 28(1), 31-46. https://doi.org/10.1023/A:1021626702728
Delaney, B., & Betts, K. (2022). Training and supporting of journalism faculty to teach online: A multiple case sudy. Journalism Practice, 16(7), 1512-1535. https://doi.org/10.1080/17512786.2020.1852883
Dewey, J. (2008). The later works of John Dewey 1925-1953: 1949-1952 essays, typescripts, and knowing and the known. SIU Press.
Di Benedetto, A., Sarin, S., Belkhouja, M., & Haon, C. (2018). Patterns of knowledge outflow from industrial marketing management to major marketing and specialized journals (1999-2013): A citation analysis. Industrial Marketing Management, 69, 13-17. https://doi.org/10.1016/j.indmarman.2018.01.024
Dixson, M. D. (2010). Creating effective student engagement in online courses: What do students find engaging? Journal of the Scholarship of Teaching and Learning, 10(2), 1-13.
Dockter, J. (2016). The problem of teaching presence in transactional theories of distance education. Computers and Composition, 40, 73-86. https://doi.org/10.1016/j.compcom.2016.03.009
Ekwunife-Orakwue, K. C. V., & Teng, T.-L. (2014). The impact of transactional distance dialogic interactions on student learning outcomes in online and blended environments. Computers & Education, 78, 414-427. https://doi.org/10.1016/j.compedu.2014.06.011
Elyakim, N., Reychav, I., Offir, B., & McHaney, R. (2019). Perceptions of transactional distance in blended learning using location-based mobile devices. Journal of Educational Computing Research, 57(1), 131-169. https://doi.org/10.1177/0735633117746169
Falloon, G. (2011). Making the connection: Moore’s theory of transactional distance and its relevance to the use of a virtual classroom in postgraduate online teacher education. Journal of Research on Technology in Education, 43(3), 187-209. https://doi.org/10.1080/15391523.2011.10782569
Fattore, C. (2022). Creating rapport in online classes through a pedagogy of care and authenticity. Journal of Political Science Education, 18(4), 624-634. https://doi.org/10.1080/15512169.2022.2115920
Fernandez, L. M. V., Nicolas, C., Merigó, J. M., & Arroyo-Cañada, F.-J. (2018). Industrial marketing research: A bibliometric analysis (1990-2015). Journal of Business & Industrial Marketing, 34(3), 550-560. https://doi.org/10.1108/JBIM-07-2017-0167
Francis, S. P., Kanikkolil, V., & Achuthan, K. (2016, September). Learning curve analysis for virtual laboratory experimentation. In 2016 International Conference on Advances in Computing, Communications and Informatics (ICACCI) (pp. 1073-1078). IEEE. https://doi.org/10.1109/ICACCI.2016.7732187
Garrison, R. (2000). Theoretical challenges for distance education in the 21^st century: A shift from structural to transactional issues. International Review of Research in Open and Distributed Learning, 1(1). https://doi.org/10.19173/irrodl.v1i1.2
Hew, K. F., Hu, X., Qiao, C., & Tang, Y. (2020). What predicts student satisfaction with MOOCs: A gradient boosting trees supervised machine learning and sentiment analysis approach. Computers & Education, 145, 103724. https://doi.org/10.1016/j.compedu.2019.103724
Iwanaga, J., Muo, E. C., Tabira, Y., Watanabe, K., Tubbs, S. J., D’Antoni, A. V, Rajaram-Gilkes, M., Loukas, M., Khalil, M. K., & Tubbs, R. S. (2023). Who really needs a Metaverse in anatomy education? A review with preliminary survey results. Clinical Anatomy, 36(1), 77-82. https://doi.org/10.1002/ca.23949
Jayabalasingham, B., Boverhof, R., Agnew, K., & Klein, L. (2019). Identifying research supporting the United Nations sustainable development goals. Elsevier. https://elsevier.digitalcommonsdata.com/datasets/87txkw7khs/1
Jha, J., & Ghatak, N. (2023). Open schools in developing countries: Virtual and open or distant and closed? In O. Zawacki-Richter, & I. Jung (Eds.), Handbook of open, distance and digital education (pp. 493-508). Springer. https://doi.org/10.1007/978-981-19-2080-6_27
Johnson, N. (2021). Evolving definitions in digital learning: A national framework for categorizing commonly used terms. VOCEDplus. https://www.voced.edu.au/content/ngv%3A91469
Kandemir, B., & Cakmak, E. K. (2021). Structure in distance learning: A systematic literature review. Participatory Educational Research, 8(4), 139-170. https://doi.org/10.17275/PER.21.83.8.4
Kang, H., & Gyorke, A. S. (2008). Rethinking distance learning activities: A comparison of transactional distance theory and activity theory. Open Learning, 23(3), 203-214. https://doi.org/10.1080/02680510802420050
Kanuka, H., Collett, D., & Caswell, C. (2002). University instructor perceptions of the use of asynchronous text-based discussion in distance courses. International Journal of Phytoremediation, 21(1), 151-167. https://doi.org/10.1207/S15389286AJDE1603_3
Kara, M., & Yildirim, Z. (2020). Identification of the optimal faculty behaviors for performance improvement in distance education. Asia Pacific Education Review, 21(1), 83-97. https://doi.org/10.1007/s12564-019-09610-3
Kawachi, P. (2008). A model for constructivist learning as an LMS basis for ordering RLOs. In Proceedings of the 10^th IASTED International Conference on Computers and Advanced Technology in Education (pp. 502-506).
Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education: A literature review. Journal of Educational Technology Systems, 46(1), 4-29. https://doi.org/10.1177/0047239516661713
Kim, D., Jung, E., Yoon, M., Chang, Y., Park, S., Kim, D., & Demir, F. (2021). Exploring the structural relationships between course design factors, learner commitment, self-directed learning, and intentions for further learning in a self-paced MOOC. Computers & Education, 166, 104171. https://doi.org/10.1016/j.compedu.2021.104171
Kruft, T., & Kock, A. (2019). Towards a comprehensive categorization of corporate incubators: Evidence from cluster analysis. International Journal of Innovation Management, 23(8), 19400024. https://doi.org/10.1142/S1363919619400024
Kulkarni, A. V, Aziz, B., Shams, I., & Busse, J. W. (2009). Comparisons of citations in Web of Science, Scopus, and Google Scholar for articles published in general medical journals. JAMA, 302(10), 1092-1096. https://doi.org/10.1001/jama.2009.1307
Lally, V., & Barrett, E. (1999). Building a learning community on-line: Towards socio-academic interaction. Research Papers in Education, 14(2), 147-163. https://doi.org/10.1080/0267152990140205
Landström, H., Harirchi, G., & Åström, F. (2012). Entrepreneurship: Exploring the knowledge base. Research Policy, 41(7), 1154-1181. https://doi.org/10.1016/j.respol.2012.03.009
Le Blanc, D. (2015). Towards integration at last? The sustainable development goals as a network of targets. Sustainable Development, 23(3), 176-187. https://doi.org/10.1002/sd.1582
Lee, K., & Fanguy, M. (2022). Online exam proctoring technologies: Educational innovation or deterioration? British Journal of Educational Technology, 53(3), 475-490. https://doi.org/10.1111/bjet.13182
Lei, S. A., & Gupta, R. K. (2010). College distance education courses: evaluating benefits and costs from institutional, faculty and students’ perspectives. Education, 130(4).
Li, L., Wang, X., & Wallace, M. P. (2022). I determine my learning path, or not? A study of different learner control conditions in online video-based learning. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.973758
Liotsios, K., & Demetriadis, S. (2010). ‘Going blended’: Experiences from the implementation of blended learning design and the perspective of a model. International Journal of Web Based Communities, 6(1), 128-142. https://doi.org/10.1504/IJWBC.2010.030021
Luo, M. M., & Chea, S. (2020). Wiki use for knowledge integration and learning: A three tier conceptualization. Computers & Education, 154, 103920. https://doi.org/10.1016/j.compedu.2020.103920
Mart’inez-López, F. J., Merigó, J. M., Gázquez-Abad, J. C., & Ruiz-Real, J. L. (2020). Industrial marketing management: Bibliometric overview since its foundation. Industrial Marketing Management, 84, 19-38. https://doi.org/10.1016/j.indmarman.2019.07.014
Mart’inez-López, F. J., Merigó, J. M., Valenzuela-Fernández, L., & Nicolás, C. (2018). Fifty years of the European Journal of Marketing: A bibliometric analysis. European Journal of Marketing, 52(1/2), 439-468. https://doi.org/10.1108/EJM-11-2017-0853
Mathieson, K. (2012). Exploring student perceptions of audiovisual feedback via screen casting in online courses. American Journal of Distance Education, 26(3), 143-156. https://doi.org/10.1080/08923647.2012.689166
McBrien, J. L., Jones, P., & Cheng, R. (2009). Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning. International Review of Research in Open and Distance Learning, 10(3), 1-17. https://doi.org/10.19173/irrodl.v10i3.605
Melezhik, K. A., Petrenko, A. D., & Khrabskova, D. M. (2020). Reflective hyperconnectivity of social networks virtual space as a factor in the design of distant learning environment. Vysshee Obrazovanie v Rossii [Higher Education in Russia], 29(10), 46-55. https://doi.org/10.31992/0869-3617-2020-29-10-46-55
Merigó, J. M., Cancino, C. A., Coronado, F., & Urbano, D. (2016). Academic research in innovation: A country analysis. Scientometrics, 108(2), 559-593. https://doi.org/10.1007/s11192-016-1984-4
Merigó, J. M., Mas-Tur, A., Roig-Tierno, N., & Ribeiro-Soriano, D. (2015). A bibliometric overview of the Journal of Business Research between 1973 and 2014. Journal of Business Research, 68(12), 2645-2653. https://doi.org/10.1016/j.jbusres.2015.04.006
Merigó, J. M., Pedrycz, W., Weber, R., & de la Sotta, C. (2018). Fifty years of Information Sciences: A bibliometric overview. Information Sciences, 432, 245-268. https://doi.org/10.1016/j.ins.2017.11.054
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Research methods & reporting–Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement-David Moher and colleagues introduce PRISMA, an update of the QUOROM guidelines for reporting systematic reviews and meta-analyses. BMJ (CR)-Print, 338(7716), 332. https://doi.org/10.1371/journal.pmed.1000097
Moore, M. G. (1972). Learner autonomy: The second dimension of independent learning. Convergence, 5(2), 76.
Moore, M. G. (2018). The theory of transactional distance. In M. G. Moore, & W. C. Diehl (Eds.), Handbook of distance education. Routledge. https://doi.org/10.4324/9781315296135-4
Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26(1), 29-48. https://doi.org/10.1080/01587910500081269
Nakai, K., Terada, S., Takahara, A., Hage, D., Tubbs, R. S., & Iwanaga, J. (2022). Anatomy education for medical students in a virtual reality workspace: A pilot study. Clinical Anatomy, 35(1), 40-44. https://doi.org/10.1002/ca.23783
Nilsson, M., Griggs, D., & Visbeck, M. (2016). Policy: Map the interactions between sustainable development goals. Nature, 534(7607), 320-322. https://doi.org/10.1038/534320a
Offir, B., Lev, Y., Lev, Y., Barth, I., & Shteinbok, A. (2004). An integrated analysis of verbal and nonverbal interaction in conventional and distance learning environments. Journal of Educational Computing Research, 31(2), 101-118. https://doi.org/10.2190/TM7U-QRF1-0EG7-P9P7
Olsson, R.-M. (2000). Freedom in time and space: A study on distance education in a senior high school. Human IT, 4(1).
Palvia, S., Aeron, P., Gupta, P., Mahapatra, D., Parida, R., Rosner, R., & Sindhi, S. (2018). Online education: Worldwide status, challenges, trends, and implications. Journal of Global Information Technology Management, 21(4), 233-241. https://doi.org/10.1080/1097198X.2018.1542262
Park, S., & Robinson, P. A. (2022). The effect of online academic coaches on supporting graduate students’ performance in intensive online learning environments: A three-course comparison. European Journal of Training and Development, 46(1-2), 70-85. https://doi.org/10.1108/EJTD-10-2020-0144
Park, Y. (2011). A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types. International Review of Research in Open and Distance Learning, 12(2), 78-102. https://doi.org/10.19173/irrodl.v12i2.791
Paul, R. C., Swart, W., Zhang, A. M., & MacLeod, K. R. (2015). Revisiting Zhang’s scale of transactional distance: refinement and validation using structural equation modeling. Distance Education, 36(3), 364-382. https://doi.org/10.1080/01587919.2015.1081741
Pizzi, S., Caputo, A., Corvino, A., & Venturelli, A. (2020). Management research and the UN sustainable development goals (SDGs): A bibliometric investigation and systematic review. Journal of Cleaner Production, 276, 124033. https://doi.org/10.1016/j.jclepro.2020.124033
Podsakoff, P. M., MacKenzie, S. B., Podsakoff, N. P., & Bachrach, D. G. (2008). Scholarly influence in the field of management: A bibliometric analysis of the determinants of university and author impact in the management literature in the past quarter century. Journal of Management, 34(4), 641-720. https://doi.org/10.1177/0149206308319533
Pregowska, A., Masztalerz, K., Garlińska, M., & Osial, M. (2021). A worldwide journey through distance education–From the post office to virtual, augmented and mixed realities, and education during the COVID-19 pandemic. Education Sciences, 11(3), 118. https://doi.org/10.3390/educsci11030118
Raman, R., Achuthan, K., Nair, V. K., & Nedungadi, P. (2022a). Virtual laboratorie–A historical review and bibliometric analysis of the past three decades. Education and Information Technologies, 27(8), 11055-11087. https://doi.org/10.1007/s10639-022-11058-9
Raman, R., Nair, V. K., Prakash, V., Patwardhan, A., & Nedungadi, P. (2022b). Green-hydrogen research: What have we achieved, and where are we going? Bibliometrics analysis. Energy Reports, 8, 9242-9260. https://doi.org/10.1016/j.egyr.2022.07.058
Raman, R., Subramaniam, N., Nair, V. K., Shivdas, A., Achuthan, K., & Nedungadi, P. (2022c). Women entrepreneurship and sustainable development: Bibliometric analysis and emerging research trends. Sustainability, 14(15), 9160. https://doi.org/10.3390/su14159160
Ray, A., Bala, P. K., & Dwivedi, Y. K. (2022). Exploring barriers affecting eLearning usage intentions: An NLP-based multi-method approach. Behavior & Information Technology, 41(5), 1002-1018. https://doi.org/10.1080/0144929X.2020.1849403
Ray, B. B., & Bennett, C. A. (2023). Gameful learning as an innovative pedagogy for online learning: Exploring early career teachers’ perspectives. In A. S. Zimmerman (Ed.), Research, practice, and innovations in teacher education during a virtual age (pp. 21-34). IGI Global. https://doi.org/10.4018/978-1-6684-5316-2.ch002
Rhim, H. C., & Han, H. (2020). Teaching online: Foundational concepts of online learning and practical guidelines. Korean Journal of Medical Education, 32(2), 175-183. https://doi.org/10.3946/KJME.2020.171
Richardson, J. C., Maeda, Y., Lv, J., & Caskurlu, S. (2017). Social presence in relation to students’ satisfaction and learning in the online environment: A meta-analysis. Computers in Human Behavior, 71, 402-417. https://doi.org/10.1016/j.chb.2017.02.001
Rolfe, V. (2015). A systematic review of the socio-ethical aspects of massive online open courses. European Journal of Open, Distance and E-Learning, 18(1), 52-71. https://doi.org/10.1515/eurodl-2015-0004
Rovai, A. P. (2000). Building and sustaining community in asynchronous learning networks. Internet and Higher Education, 3(4), 285-297. https://doi.org/10.1016/S1096-7516(01)00037-9
Saba, F. (2000). Research in distance education: A status report. International Review of Research in Open and Distance Learning, 1(1), 40-48. https://doi.org/10.19173/irrodl.v1i1.4
Samiee, S., & Chabowski, B. R. (2012). Knowledge structure in international marketing: A multi-method bibliometric analysis. Journal of the Academy of Marketing Science, 40(2), 364-386. https://doi.org/10.1007/s11747-011-0296-8
Sarin, S., Haon, C., & Belkhouja, M. (2018). A bibliometric analysis of the knowledge exchange patterns between major technology and innovation management journals (1999-2013). Journal of Product Innovation Management, 35(1), 2-8. https://doi.org/10.1111/jpim.12431
Sevnarayan, K. (2022). Reimaging eLearning technologies to support students: On reducing transactional distance at an open and distance eLearning institution. E-Learning and Digital Media, 19(4), 421-439. https://doi.org/10.1177/20427530221096535
Shahabadi, M. M., & Uplane, M. (2015). Synchronous and asynchronous e-learning styles and academic performance of e-learners. Procedia-Social and Behavioral Sciences, 176, 129-138. https://doi.org/10.1016/j.sbspro.2015.01.453
Shea, J., Joaquin, M. E., & Wang, J. Q. (2016). Pedagogical design factors that enhance learning in hybrid courses: A contribution to design-based instructional theory. Journal of Public Affairs Education, 22(3), 381-397. https://doi.org/10.1080/15236803.2016.12002254
Shearer, R. L., & Park, E. (2019). The theory of transactional distance. In I. Jung (Ed.), Open and distance education theory revisited (pp. 31-38). Springer. https://doi.org/10.1007/978-981-13-7740-2_4
Simonson, M., Schlosser, C., & Orellana, A. (2011). Distance education research: A review of the literature. Journal of Computing in Higher Education, 23, 124-142. https://doi.org/10.1007/s12528-011-9045-8
Singh, A. K., Satyavada, R. S., Goel, T., Sarangapani, P., & Jayendran, N. (2020). Use of EdTech in Indian school education during COVID-19 A reality check. Economic & Political WEEKLY. https://www.epw.in/journal/ 2020/44/commentary/use-edtech-indian-school-education-during-covid-19.html
Swart, W., & Macleod, K. (2021). Evaluating learning space designs for flipped and collaborative learning: A transactional distance approach. Education Sciences, 11(6), 292. https://doi.org/10.3390/educsci11060292
Swart, W., MacLeod, K., Paul, R., Zhang, A. M., & Gagulic, M. (2014). Relative proximity theory: Measuring the gap between actual and ideal online course delivery. American Journal of Distance Education, 28(4), 222-240. https://doi.org/10.1080/08923647.2014.924721
Swart, W., Wengrowicz, N., & Wuensch, K. L. (2015). Using transactional distances to explore student satisfaction with group collaboration in the flipped classroom. International Journal of Information and Operations Management Education, 6(1), 24-48. https://doi.org/10.1504/IJIOME.2015.073155
Tirronen, V., Lappalainen, V., Isomottonen, V., Lakanen, A.-J., Taipalus, T., Nieminen, P., & Ogbechie, A. (2020). Incorporating teacher-student dialogue into digital course material: Usage patterns and first experiences. In Proceedings of the 2020 IEEE Frontiers in Education Conference (pp. 1-5). IEEE. https://doi.org/10.1109/FIE44824.2020.9274123
Titarenko, L., & Little, C. B. (2017). International cross-cultural online learning and teaching: Effective tools and approaches. American Journal of Distance Education, 31(2), 112-127. https://doi.org/10.1080/08923647.2017.1306767
Tzafilkou, K., Perifanou, M., & Economides, A. A. (2021). Development and validation of a students’ remote learning attitude scale (RLAS) in higher education. Education and Information Technologies, 26(6), 7279-7305. https://doi.org/10.1007/s10639-021-10586-0
Ustati, R., & Hassan, S. S. S. (2013). Distance learning students’ need: Evaluating interactions from Moore’s theory of transactional distance. Turkish Online Journal of Distance Education, 14(2), 292-304.
Valencia-Arias, A., Chalela-Naffah, S., & Bermúdez-Hernández, J. (2019). A proposed model of e-learning tools acceptance among university students in developing countries. Education and Information Technologies, 24, 1057-1071. https://doi.org/10.1007/s10639-018-9815-2
Valuate Reports. (2022). e learning market size to grow USD 15,000 million by 2028 at a CAGR of 6.5%. https://www.prnewswire.com/in/news-releases/e-learning-market-size-to-grow-usd-15-000-million-by-2028-at-a-cagr-of-6-5-valuates-reports-886856241.html
van Eck, N. J., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523-538. https://doi.org/10.1007/s11192-009-0146-3
van Eck, N. J., & Waltman, L. (2011). Text mining and visualization using VOSviewer. ArXiv.
Vaughan, N. (2007). Perspectives on blended learning in higher education. International Journal on E-Learning, 6(1), 81-94.
Vonderwell, S. (2003). An examination of asynchronous communication experiences and perspectives of students in an online course: A case study. Internet and Higher Education, 6(1), 77-90. https://doi.org/10.1016/S1096-7516(02)00164-1
Weidlich, J., & Bastiaens, T. J. (2018). Technology matters–The impact of transactional distance on satisfaction in online distance learning. International Review of Research in Open and Distance Learning, 19(3), 222-242. https://doi.org/10.19173/irrodl.v19i3.3417
Wengrowicz, N. (2014). Teachers’ pedagogical change mechanism–Pattern of structural relations between teachers’ pedagogical characteristics and teachers’ perceptions of transactional distance (TTD) in different teaching environments. Computers & Education, 76, 190-198. https://doi.org/10.1016/j.compedu.2014.03.020
Wengrowicz, N., & Offir, B. (2013). Teachers’ perceptions of transactional distance in different teaching environments. American Journal of Distance Education, 27(2), 111-121. https://doi.org/10.1080/08923647.2013.773701
Wengrowicz, N., Dori, Y. J., & Dori, D. (2014). Transactional distance in an undergraduate project-based systems modeling course. Knowledge-Based Systems, 71, 41-51. https://doi.org/10.1016/j.knosys.2014.05.022
Wold, K. A. (2011). Blending theories for instructional design: Creating and implementing the structure, environment, experience, and people (SEEP) model. Computer Assisted Language Learning, 24(4), 371-382. https://doi.org/10.1080/09588221.2011.572900
Wong, J., Baars, M., Davis, D., Van Der Zee, T., Houben, G.-J., & Paas, F. (2019). Supporting self-regulated learning in online learning environments and MOOCs: A systematic review. International Journal of Human-Computer Interaction, 35(4-5), 356-373. https://doi.org/10.1080/10447318.2018.1543084
Yilmaz, R., & Keser, H. (2017). The impact of interactive environment and metacognitive support on academic achievement and transactional distance in online learning. Journal of Educational Computing Research, 55(1), 95-122. https://doi.org/10.1177/0735633116656453
Yu, J., Huang, C., Han, Z., He, T., & Li, M. (2020). Investigating the influence of interaction on learning persistence in online settings: Moderation or mediation of academic emotions? International Journal of Environmental Research and Public Health, 17(7), 2320. https://doi.org/10.3390/ijerph17072320
Zhang, A. M. (2003). Transactional distance in web-based college learning environments: Toward measurement and theory construction [PhD thesis, Virginia Commonwealth University].
Zilka, G. C., Cohen, R., & Rahimi, I. D. (2018). Teacher presence and social presence in virtual and blended courses. Journal of Information Technology Education: Research, 17, 103-126. https://doi.org/10.28945/4061
Zilka, G. C., Rahimi, I. D., & Cohen, R. (2019). Sense of challenge, threat, self-efficacy, and motivation of students learning in virtual and blended courses. American Journal of Distance Education, 33(1), 2-15. https://doi.org/10.1080/08923647.2019.1554990
Zong, Q.-J., Shen, H.-Z., Yuan, Q.-J., Hu, X.-W., Hou, Z.-P., & Deng, S.-G. (2013). Doctoral dissertations of library and information science in China: A co-word analysis. Scientometrics, 94, 781-799. https://doi.org/10.1007/s11192-012-0799-1

Citation

Achuthan, K., Kolil, V. K., Muthupalani, S., & Raman, R. (2024). Transactional distance theory in distance learning: Past, current, and future research trends. Contemporary Educational Technology, 16(1), ep493. https://doi.org/10.30935/cedtech/14131

Achuthan, K., Kolil, V. K., Muthupalani, S., and Raman, R. (2024). Transactional distance theory in distance learning: Past, current, and future research trends. Contemporary Educational Technology, 16(1), ep493. https://doi.org/10.30935/cedtech/14131

Achuthan K, Kolil VK, Muthupalani S, Raman R. Transactional distance theory in distance learning: Past, current, and future research trends. CONT ED TECHNOLOGY. 2024;16(1), ep493. https://doi.org/10.30935/cedtech/14131

Achuthan, Krishnashree, Vysakh Kani Kolil, Sharanya Muthupalani, and Raghu Raman. "Transactional distance theory in distance learning: Past, current, and future research trends". Contemporary Educational Technology 2024 16 no. 1 (2024): ep493. https://doi.org/10.30935/cedtech/14131

Achuthan, Krishnashree et al. "Transactional distance theory in distance learning: Past, current, and future research trends". Contemporary Educational Technology, vol. 16, no. 1, 2024, ep493. https://doi.org/10.30935/cedtech/14131

Achuthan K, Kolil VK, Muthupalani S, Raman R. Transactional distance theory in distance learning: Past, current, and future research trends. CONT ED TECHNOLOGY. 2024;16(1):ep493. https://doi.org/10.30935/cedtech/14131