New Design guidelines for Mobile Learning Application: Transactional Distance Perspective

<p>M-learning is the approach of using mobile device such as mobile phones to help users engage with learning content. M-learning software exists, but does not have high uptake especially compared to e-learning. One reason for this could be the lack of a model to combine learning theories with best practice in user interface design. One such learning theory relevant to mobile learning is Transactional Distance Theory (TDT). TDT identifies a number of key aspects and the concept of transactional distance. The thesis contributed an analysis of how TDT can be combined with both general and mobile specific usability guidelines. This thesis also contributes a multi-stage evaluation using both test subjects and experts to access both the model and proof-of-concept prototypes. Based on the results of our analysis and experience with designing, developing, and evaluating prototypes, we proposed a set of design guidelines that could be used to develop engaging m-learning applications that may improve uptake.</p>

New Design guidelines for Mobile Learning Application: Transactional Distance Perspective

<p>M-learning is the approach of using mobile device such as mobile phones to help users engage with learning content. M-learning software exists, but does not have high uptake especially compared to e-learning. One reason for this could be the lack of a model to combine learning theories with best practice in user interface design. One such learning theory relevant to mobile learning is Transactional Distance Theory (TDT). TDT identifies a number of key aspects and the concept of transactional distance. The thesis contributed an analysis of how TDT can be combined with both general and mobile specific usability guidelines. This thesis also contributes a multi-stage evaluation using both test subjects and experts to access both the model and proof-of-concept prototypes. Based on the results of our analysis and experience with designing, developing, and evaluating prototypes, we proposed a set of design guidelines that could be used to develop engaging m-learning applications that may improve uptake.</p>

Students' perceptions of academic performance in Distance Education evaluated by Learning Analytics and Ontologies

Keeping track of student learning progress in the Distance Education it is a challenge for education specialists because it is always not possible to adopt the same evaluation mechanisms as traditional education due to transactional distance between educators and students. To help educators in the process of evaluating the acquisition of skills and monitoring students' learning experiences, we present the SapeS architecture, which uses Learning Analytics and Ontologies to produce information about student performance. This architecture enables both educators and students to intervene in the teaching process and promotes autonomy to students successfully achieve their planned objectives. This proposal was based on the Design Science Research methodology, which enables the production and evaluation of the proposed solution to better understand its viability in the participant's real context.

Did the Student-Instructor and Peer-to-Peer Divide Widen with Instructional Changes during COVID-19?

The rapid shift to online and HyFlex learning due to the COVID-19 pandemic caused an abrupt reconceptualization of higher education and learning communities. It also provided a fertile ground for experimentation and observation about the student experience in a highly fluid learning environment. The work presented herein was a quantitative and qualitative analysis of the student experience grounded in the theory of transactional distance. It explored the divide between students and their peers and instructors. It was hypothesized that the distance students perceived between themselves and their peers, instructors, and content was affected by the modality (in-person, online, or hybrid) in which a course was offered during the Fall 2020 semester. The Revised Scale of Transactional Distance (RSTD) instrument was deployed as a quantitative tool, and it was found that modality was a significant factor in students' perceived transactional distance. In-person classes had the shortest perceived distance between students and their instructors and peers; conversely, online courses resulted in the largest divide. A systematic qualitative analysis identified three themes in student interview data: changes in learning environments, changes in learning strategies, and changes in relationships with professors. The implications of these data were discussed and mitigation strategies including intentionality in course design and collaborative spaces were presented.

Teachers’ Perception On Modular Distance Learning Approach At Mindanao State University-Sulu: Its Readiness And Challenges

This study aimed to know the “Teachers’ Perception on Modular Distance Learning Approach at Mindanao State University-Sulu: Its Readiness and Challenges”. This study contained five (5) objevtives:1) to determine the profile of the respondents; 2) to determine the perceptions of the teachers towards the modular distance learning approach; 3) to find out the challenges encountered by the teachers with modular distance learning approach; 4) to determine the level of readiness on modular distance learning approach as perceived by the teachers; and 5) to find out if there is a significant difference between perception of readiness and challenges in terms of age. This study is supported by Michael G. Moore’s Transactional Distance Theory developed by Daniel Bornt (completed August 22, 2011) and Constructivist Theory by Saul McLeod, published 2019. Moore’s theory has a direct bearing on e-learning. It explains and quantifies the learning relationship between instructor and student in the e-learning situation, where there is a substantial physical or temporal distance between the two. First formulated in 1997, it considered the many different forms of distance learning as part of a group which could similarly analyzed. Transactional distance as distinguished from physical or temporal distance – refers to the psychological or communicative space that separates instructor from learner in the transaction between them, occurring in the structured or planned learning situation (Moore, 1997, p.1) and the constructivist learning theory underpins a variety of student-centered teaching methods and techniques which contrast with traditional education, whereby knowledge is simply passively transmitted by teachers to students. This study used convenient sampling technique. This sampling is also known as availability sampling. There were forty eight (48) teachers who served as the respondents from different colleges and department of Mindanao State University-Sulu, they were chosen depending on their availability at school. To gather data the researcher used survey questionnaire or the descriptive survey method. The questionnaire is guided by the objectives of the study. It consist of twenty five (25) items. This research instrument helped the researcher to determine the readiness and challenges of teachers’ perception on modular distance learning approach at Mindanao State University-Sulu. When the questionnaire were collected, the researcher made tabulations of the gathered data and subjected them to analysis. SSPS was used in computing and analyzing the data. Frequency and standard deviation were used to analyze the SOP1 which were the profile of the respondents. Weighted arithmetic mean for the SOP 2, 3 and 4, then the one-way ANOVA for the SOP 5. Based on the findings of the study, the distribution of first category which is age starts in 30 below has the frequency of 26, 31-40 and 41 above have the same frequency of 11, second category which is gender; there are more female respondents with 31 while male respondents have a frequency of 17 and the third category which is college. 9 respondents were from College of Arts and Sciences, both 7 respondents were from College of Education and College of Agriculture. Similarly, 6 respondents were from College of Fisheries and Senior High school Department, College of Computer Studies has frequency of 5 and 4 respondents came from College of Public Affair and College of Public. The study also revealed that the respondents agreed on teacher’s perception on modular distance learning approach with its grand mean of 3.00 with a description of Moderately Agree. The respondents also agreed on the challenges encountered with modular distance learning approach with its grand mean of 3.97 and a description of Agree. The result also concluded that the respondents have high level of readiness on modular distance learning approach with its grand mean of 3.51 with a description of High Readiness. The data indicated that there is no significant difference between perceptions on the level of readiness when the data are grouped according to age. Thus, the data suggest that the null hypothesis is accepted. The data also indicated that there is no significant difference between the perceptions on the challenges encountered during modular distance learning approach when the data are grouped according to age. Thus, the data suggests that the null hypothesis is accepted.

Evaluating Learning Space Designs for Flipped and Collaborative Learning: A Transactional Distance Approach

Problem-based learning is the latest name for a teaching philosophy that is as old as Ancient Greece. Whether you call it Socratic Inquiry, case-based teaching, problem-based learning, interactive group learning, or “flipped” learning, the essential concept is to encourage the student to collaborate in applying their gained knowledge to solve a problem. As traditional lecture-based teaching has been challenged, the design of classrooms has been called into question. A flat or tiered room is not seen as an ideal setting for collaborative work. In our own College of Business, several traditional classrooms were converted to problem-based learning classrooms at considerable expense. This paper evaluates, using measures based on Michael G. Moore’s theory of transactional distance, whether moving flipped classes into these high-tech classrooms improves the collaborative learning experience. Transactional distance can be defined as the barriers that exist to a student’s engagement with their learning experience. These barriers arise due to the interaction between students and the teacher, other students, the subject matter content, and instructional technology being used. Our results suggest that, from a student engagement and outcome standpoint, the investment in costly high-tech classrooms is not warranted—a welcome result in times when university budgets are stretched to the limit.

Applications of Mobile Learning and Transactional Distance Theory in the Context of Higher Education during COVID-19 Pandemic

ABSTRACT Mobile learning, which can be performed through numerous applications that run on smartphones, personal digital assistants, and other devices, has played a major role in education, especially during under the restrictive conditions due to the COVID-19 pandemic. This paper is a review of literature of mobile learning efficiency in education. Some application of m-learning in education have shown extensive success. Mobile learning could meet with success in a suitable learning environment. The recently developed transactional distance theory focuses on three elements in the connection and involvement in the distance education environment, namely, the teacher, the student, and dialogue. The core of that theory is investigating the ways that the learner can progress to becoming a self-directed learner with the support of the teacher. Though there are advantages to m-learning, there are some disadvantages of m-learning such as technical, physical and health issues