This study verifies that transactional distance generally decreases as dialogue and learner control increase and as teacher control and structure decrease

Michigan State University

University of Michigan - Ann Arbor

Transactional distance is a learner’s perception of psychological and communication gaps caused by a physical separation from instructor and other learners. It is a continuous and relative construct determined by amounts of dialogue and structure. For example, when there are higher amounts of dialogue and less structure, a distance learner is likely to perceive a smaller degree of transactional distance. 

Transactional Distance Theory (Moore, 1991)

Saba, F., & Shearer, R. L. (1994). Verifying key theoretical concepts in a dynamic model of distance education. American Journal of Distance Education, 8(1), 36-59. doi:10.1080/08923649409526844

Verifying key theoretical concepts in a dynamic model of distance education

References for transactional distance can be found below:

Moore's Theory of Transactional Distance References

Moore’s Theory of Transactional Distance states the separation between student and teacher in distance learning can lead to gaps in communication and creates room for misunderstandings. Moore says 3 factors need to be accounted for in the transaction between student and teacher:

•	Dialogue

•	Structure

•	Learner autonomy


Moore's Transactional Distance Factors

Verification of Moore's transactional distance theory 

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.

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