Transactional distance and teaching presence in e-learning environments

Abstract

Adopting an ecological systems model (Shaw and Chacon, 2010), we propose using transactional distance (TD) to assess three aspects of e-learning environments: the essential learner-teacher dialogue; teaching presence (social, cognitive and cultural); and levels of infrastructure (basic, grounded and emergent). We analyse the e-learning system for: goal of a dynamic learner-teacher dialogue; engagement through effective teaching presence; management of teaching presence through short transactional distances; and support of transactional distances through levels of infrastructure. Short transactional distances for teaching presence within the framework of e-learning transactional distance improve effective e-learning at the heart of the learning system: the learner/teacher dialogue.