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Learning in a Distance Teaching Community: A Case Study
PROCEEDINGS

, , Athabasca University, Canada

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Athabasca University (AU) is an open and distance university. This distance applies not only to students but to the staff, who are distributed over thousands of kilometres across Canada and, in some cases, beyond. The consequences of this distribution mean that, as a learning community, transactional distance is a problem for teachers as well as for students. In this paper we report on how this problem evolves and presents itself, and describe progress we have been making to reduce the distance, notably through Athabasca Landing, a social construction kit and shared informal and formal learning environment intended to fill some of the gaps. In the process, we extend and develop the notion of transactional distance to describe how it applies outside the closed formal groups of intentional learning into network, set and collective contexts.

Citation

Dron, J. & Anderson, T. (2013). Learning in a Distance Teaching Community: A Case Study. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 402-413). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 14, 2019 from .

Slides