The
problem of high attrition rates among non-traditional online students is grounded
in the TD theory or “Transactional Distance” theory. This theory was originally
developed by M. G. Moore in 1993, and was primarily used to study different aspects
of communication among geographically, pedagogically, and temporally separated
students and instructors participating in online classes (Slapak-Barski, 2017).
It argues that TD can cause feelings of separation for online students leading
them to drop out of online classes.
Ustati
and Hassan applied Moore’s TD theory in a study on online classes in Malaysia
(2013). It was found that an LMS that considered TD theory could improve the
learning experience for online students and instructors, however, students did
request that the LMS allow for more student to student interactions. Larkin and
Jamieson-Proctor reported in their study on TD theory in online math courses
that TD theory application not only improved student attitudes toward math but
their math comprehension and performance as well (2015). In a study on online
language courses in English Andrade (2013) discussed an embedded approach to
student support systems which applied TD theory among others while at the same
time encouraging autonomy and self-regulation of students.
I
feel that this theory is appropriate to my dissertation because it addresses
how this problem happens in online education. It also explains why it happens,
and it gives reasons for what has to be addressed in order for this issue to be
resolved. Moore’s basic argument is that the more communication there is in
online classes the less TD there will be for the students (Moore, 1993).
References:
Andrade,
M. S. (2014). Course-embedded student support for online English language
learners. Open Praxis, 6(1),
65-73.
Larkin,
K., & Jamieson-Proctor, R. (2015). Using transactional distance theory to
redesign an online mathematics education course for pre-service primary
teachers. Mathematics Teacher
Education and Development, 17(1), 44-61.
Moore,
M. G. (1993). Is teaching like flying? A total systems view of distance
education. The American Journal of
Distance Education, 7(1), 1–10.
Slapak-Barski,
J. (2017). Faculty and Student
Perceptions of Teaching Presence in Distance Education Courses: A Mixed Methods
Examination. Retrieved from: http://marps.library.nova.edu.ezproxylocal.library.nova.edu/pdf/12032.pdf
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.
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