From Connectivity to Connected Learners: Transactional Distance and Social Presence

Abstract

Distance learning has proliferated significantly in the last 20 years. This chapter considers some of the issues and implications when teaching and learning moves from an in-person to a distance mode. It begins with a brief history of distance learning, considering both the technologies used and the dominant pedagogical approaches employed. This is followed by a survey of the impact of Michael Moore's theory of transactional distance, which considered the consequences of separating the learner from peers and instructor. Contemporary work on Moore's contribution includes transaction and participation, activity theory, and transactional presence. A second major aspect of distance learning has been the attempt to introduce social presence into learning environments. The history of social presence is explored, as are its levels and consequences for the learner. Contemporary aspects of social presence reviewed include communities of inquiry. While Web 2.0 has spectacularly resulted in connectivity, it remains unclear as to whether this automatically resulted in more strongly connected learners. Connectivist approaches are considered and distinctions made between technological connectivity and pedagogical engagement. It is argued that the full and exciting potential of Web 2.0 in distance learning requires a commitment to the distanced learner, balancing learner autonomy and teacher presence, promoting meaningful social engagement, and meeting the specific needs of the distance learner.

Citation

Starr-Glass, D. (2013), "From Connectivity to Connected Learners: Transactional Distance and Social Presence", Wankel, C. and Blessinger, P. (Ed.) Increasing Student Engagement and Retention in e-learning Environments: Web 2.0 and Blended Learning Technologies (Cutting-Edge Technologies in Higher Education, Vol. 6 Part G), Emerald Group Publishing Limited, Leeds, pp. 113-143. https://doi.org/10.1108/S2044-9968(2013)000006G007