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Revisiting Transactional Distance Theory in a Context of Web-Based High-School Distance Education


JDE Volume 22, Number 2, ISSN 0830-0445 Publisher: Athabasca University Press


The purpose of this paper is to report on a study that provided an opportunity to consider Transactional Distance Theory (TDT) in a current technology context of web-based learning in distance education (DE), high-school classrooms. Data collection relied on semi-structured interviews conducted with 22 e-teachers and managers in Newfoundland and Labrador, Canada. In our context of DE at the high-school level using web-based asynchronous and synchronous technologies, transactional distance (TD) may be described, not only as a separation between the teacher and student, but in the entire community of teachers and learners. Findings are presented in three categories labeled as follows: rapport and community-building; curriculum and teacher-centered tools as barriers; and the role of real-time interaction and engagement. We relate these categories respectively to the TDT concepts of dialogue, structure and learner autonomy.


Murphy, E.A. & Rodriguez-Manzanares, M.A. (2008). Revisiting Transactional Distance Theory in a Context of Web-Based High-School Distance Education. The Journal of Distance Education / Revue de l'ducation Distance, 22(2), 1-13. Athabasca University Press. Retrieved September 23, 2019 from .

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