Addressing the Context of E-Learning: Using Transactional Distance Theory to Inform Design

Autor/inn/en	Benson, Robyn; Samarawickrema, Gayani
Titel	Addressing the Context of E-Learning: Using Transactional Distance Theory to Inform Design
Quelle	In: Distance Education, 30 (2009) 1, S.5-21 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
Schlagwörter	Distance Education; Electronic Learning; Educational Strategies; Instructional Design; Context Effect; Educational Innovation; Foreign Countries; College Faculty; College Students; Universities; Educational Environment; Blended Learning; Online Courses; Computer Mediated Communication; Sharing Behavior; Internet; Educational Technology; Australia + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Lehrstrategie; Lesson concept; Lessonplan; Unterrichtsentwurf; Instructional innovation; Bildungsinnovation; Ausland; Fakultät; Collegestudent; University; Universität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Online course; Online-Kurs; Computerkonferenz; Unterrichtsmedien; Australien
Abstract	The rapidly expanding range of options available for innovative e-learning approaches based on emerging technologies has given renewed importance to teaching and learning issues that have long been familiar to distance educators. These issues arise from the separation between learners, and between teacher and learners, which occurs when learning is undertaken wholly or partly online. There may be important implications that emerge from aspects of separation, depending on whether students are studying primarily on-campus, off-campus, trans-nationally, or in specific contexts such as the home, the workplace, fieldwork locations, or other places made possible by mobile learning technologies. We suggest that the context of learning has significant implications for e-learning design, and that one way of analysing these implications is to draw on understandings from distance education, particularly the theory of transactional distance. We use cases from two Australian universities to illustrate the practical application of these implications to e-learning design, including designs that involve Web 2.0 technologies. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10