This study aimed to investigate the virtual classroom’s impact on students’ perceptions of transactional distance. The main focus was on the formation of relationships, the development of knowledge, and the communication of information. These areas were chosen as they are compatible with Moore’s dialogue factor and could impact the sense of learner autonomy. The researchers also set out to examine the affordances or impediments to student engagement in relation to the course structure. 

Michigan State University

Previous studies have indicated the use of synchronous tools in distance learning can reduce isolation, promote communication, and encourage participation within the class. In “Making the Connection,” the Adobe Connect virtual classroom is applied to online postgraduate teacher education courses. The researchers used Moore’s Theory of Transactional Distance to examine the impact the virtual classroom had on learner autonomy and dialogue as described in Moore’s theory.

Making the Connection: Introduction

Garry Falloon (2011) Making the Connection, Journal of Research on
Technology in Education, 43:3, 187-209, DOI: 10.1080/15391523.2011.10782569

Making the Connection Reference

•“What are the students' perceptions of the virtual classroom's effect on communication and relationship formation?"

•"What are the students' perceptions of the virtual classroom’s effect on knowledge development?"

•"What aspects affected students' engagement in the virtual classroom, and how?”


Making the Connection: Research Questions

Making the Connection: Research Aims

30 students taking online classes for their postgraduate diploma or master’s of education degree participated in this study. These online classes used Adobe Connect Pro as their virtual classroom. Participants were interviewed twice throughout the study. Both interviews were conducted a week after the first and second seminars. During the first seminar, students shared their initial project proposals that were to be assessed and received feedback from their peers. During the second seminar, students presented their projects. A week after each seminar, students made comments in a discussion forum about their experience and thoughts. These comments were also included in the data analysis along with the interviews. 

Making the Connection: Methods

When coding the qualitative data from interviews using thematic analysis, four themes were identified that aligned with Moore’s factors of transactional distance, particularly learner autonomy, dialogue and structure. After identifying the themes in the data, the researchers further coded the data relating to each theme as being positive, neutral, or negative. The identified themes are located below:  
• The virtual classroom and relationship formation: the virtual classroom’s effect on student’s ability to get to know and connect with one another. A student’s feeling of belonging in the class

•The virtual classroom and knowledge development: student perception of the virtual classroom’s impact on their understanding of new concepts or the confirmation of existing understandings

•The virtual classroom and communicating information: student perceptions of the virtual classroom’s effect on the communication of information

•Aspects affecting student engagement in the virtual classroom: the encouragements or limitations affecting student participation in the class


Making the Connection: Data Coding

The results for the following themes are located in the child nodes below

•Theme 1: The Virtual Classroom and Relationship Formation

•Theme 2: The Virtual Classroom and Knowledge Development

•Theme 3: The virtual Classroom and Communicating Information

•Theme 4: Aspects Affecting Student Engagement in the Virtual Classroom


Making the Connection: Results

This study indicated that a virtual classroom can improve dialogue. However, the findings aligned with Moore’s theory in that the extent to which this is possible depends on structural aspects and student perceptions of learner autonomy. In relation to creating dialogue, students generally had positive views on the virtual classroom’s support of relationship formation (theme 1) and information communication (theme 3). However, structural elements seemed to restrict greater benefits. When considering the criteria for dialogue described by Moore, a virtual classroom may be better for collaboration purposes in which students can have more control of its use and management of interactions. While the synchronous aspect of the class could encourage dialogue, Moore’s theory may suggest the dialogue quality depends on other factors not directly related to the classroom itself. Moore’s theory also explains the importance of balance between course structure and autonomy of learners, but he does not describe what this balance should be and how it can be created. This study sheds light on the complexities of creating this balance. Students also experienced technical issues which impaired autonomy and dialogue, but Moore’s theory does not take external structural factors such as these into account. However, by applying Moore’s theory to this study, researchers were able to identify ways in which the theory could be updated when considering technological advancements and the development of online distance learning.

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