Using videos and video-conferencing to traverse transactional distance

Rameses De Jesus

Abstract


Transactional Distance, first introduced in the 1980’s, is a significant dimension of learning with far-reaching implications on distance education. As online distance education continues to grow, understanding and navigating transactional distance becomes imperative in the evolving and continually digitizing context of the academia. The use of videos and video-conferencing has become a popular addition to online teaching. This descriptive paper explores the ways videos and video-conferencing help learners and educators traverse transactional distance in the online provision of higher education. What affordances do videos and video-conferencing offer to navigate the transactional distance in online courses? The use of videos and video conferences through open platforms is discussed using Moore’s (2007) types of interactions and factors for managing transactional distance and Park’s (2011) mobile learning framework, along with instructor observations and student perceptions gathered through surveys. Information in this paper aims to aid online educators as they seek to bridge the transactional distance with their learners.

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