The term transaction denotes the special nature of the relationship between the learner and the instructor during the distance learning event: mutually acting on each other, affecting each other to evoke an experience, a meaning, for the individual learner during this event. The learner, who interprets the event, acts on the dialogue and structure. The dialogue produces a response. The dynamic interplay between learner and instructor and learner and content are continuous during which meaning evolves. The created response is the realized experience of the learner. Each transaction by a learner, will be unique as the learner's frame of mind, situation, and experiences evolve.

    Transactional Distance (TD) refers to a physical separation that causes a psychological and communicative chasm--a potential fall-space of misunderstanding between the actors (instructor and learner) in an educative event. TD is a continuous variable and a relative term. TD is a function of dialogue and structure in which TD increases when dialogue decreases and structure increases (Moore, 1991).

    Michael G. Moore, distance education theorist, first articulated his theory in 1972 but did not propose the term transactional distance until 1980. His transactional concept drew upon the work of John Dewey (Moore, 1991). Dewey from his book entitled Experience and Education (1938, p.43) states that situation and interaction are inseparable. "An experience is always what it is because of a transaction taking place between an individual and...his environment....The environment...is whatever conditions interact with personal needs...to create the experience...."

    Building on this foundation, Moore continued to evolve his theory. In 1993, he defined transactional distance, within the context of interaction in an instructional program, as a function of dialogue, structure, and learner autonomy (Moore, 1993). Dialogue, according to Moore (1991) refers to the teacher-student interaction, specifically the communicative transaction of giving instruction and responding. Structure refers to how the instructional program is designed. In this sense, structure reflects the program's capacity to respond to a learner's individual needs. As dialogue increases, structure decreases. As the interaction between a teacher and a learner increases, the existing program's structure of objectives, activities, and assessment decreases to accommodate learner's needs. Learner autonomy refers to the characteristic of self-direction (Moore, 1991).

    Saba in 1988 verified Moore's theory and later expanded the theory by adding the variables of learner and instructor control (Saba and Shearer, 1994) using a system dynamics model. Their controlled experiment tested and verified the patterned relations between transactional distance, dialogue, and structure: transactional distance increases when dialogue decreases and structure increases.

    Bischoff, Bisconer, Kooker, and Woods in 1996 applied Moore's theory of transactional distance to a health profession setting. Their exploratory research using factor analysis disclosed that electronic mail seemed to increase dialogue and decrease transactional distance. Their study was conducted through the students' perspective. They concluded that Moore's transactional distance theory applies not just to distance education, but to any educational setting.

    Transactional distance gives instructional designers a theoretical framework to build an effective learning environment. Instructors and designers enlightened with the underlying dynamics of transactional distance can create an educational system by balancing the interplay of structure and dialogue to fit the program's intended purpose. Moore's theory provides a way to describe varying levels of teacher-student interaction. This interactive awareness helps an instructor build a more effective learning environment. Additionally, this theory aids in the development of innovative instructional models.

References

Bischoff, W. R., Bisconer, S. W., Kooker, B. M., & Woods, L. C. (1996). Transactional distance and interactive television in the distance education of health professionals. The American Journal of Distance Education, 10 (3), 4-19.

Dewey, J. (1938). Experience and education. New York: Collier MacMillan Publishers.

Moore, M. G. (1972). Learner autonomy: The second dimension of independent learning. Convergence, 5(2), 76-97.

Moore, M. G. (1991). Editorial: distance education theory. The American Journal of Distance Education, 5(3), 1-6.

Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed.) Theoretical Principles of Distance Education. New York: Routledge.

Saba, F. (1988). Integrated telecommunications systems and instructional transaction. The American Journal of Distance Education, 2(3), 17-24E.

Saba, F., & Shearer, R. (1994). Verifying key theoretical concepts in a dynamic model of distance education. The American Journal of Distance Education, 8(1), 36-59.

Suggested Readings

Anderson, T., & Garrison, D. (1995). Transactional issues in distance education: The impact of design in audioteleconferencing. The American Journal of Distance Education, 9 (2), 27-45.

Bunker, E., Gayol, Y., & Hti, N. (1996). A study of transactional distance in an international audioconferencing course. The Distance Educator [Online]. Available: http://www.coe.uh.edu/insite/elec_pub/html1996/01divers.htm#bunker [1996, Feb. 18].

Cookson, P., & Chang, Y. (1994). The multidimensional audioconferencing classification system (MACS). Proceedings of International Distance Education: A Vision for Higher Education. 311-323. University Park, PA: The American Center for the Study of Distance Education.

Daniel, S. J., & Marquis, C. (1983). Interaction and independence: Getting the mixture right. In Stewart, D. & Keegan, D. (Eds.), Distance Education: International Perspectives. New York: St. Martin's Press.

Fulford, C. P., & Zhang, S. (1993). Perceptions of interaction: The critical predictor in distance education. American Journal of Distance Education, 7(3), 8-21.

Garrison, D. R., & Shale, D. (Eds.). (1990). Education at a distance: From issues to practice. Malabar, FL: Robert E. Krieger.

Hoffman, B. (1996). Distance education: The elusive definition. Distance Educator [Online]. Available: http://www.coe.uh.edu/insite/elec_pub/html1996/01divers.htm#bunker [1996, Feb. 18].

Holmberg, B. (1989). Theory and practice of distance education. London: Routledge.

Kearsley, G. (1995). The nature and value of interaction in distance learning. In Koble, M. (Comp.), Invitational Research Conference in Distance Education: Towards Excellence in Distance Education: A Research Agenda. University Park, PA: The Center for the Study of Distance Education.

Keegan, D. (1989). A theory for distance education. In M.G. Moore & G. C. Clark (Eds.), Readings in Principles of Distance Education (pp. 327-332). University Park, PA: The Pennsylvania State University.

Moore, M. G. (1973). Towards a theory of independent learning and teaching. Journal of Higher Education, 44(9), 661-79.

Moore, M. G. (1980). Independent Study. In R. Boyd, J. Apps, and associates (Eds.), Redefining the Discipline of Adult Education (pp. 16-31). San Francisco: Jossey-Bass.

Moore, M. G. (1983). The individual adult learner. In M. Tight (Ed.), Adult Learning and Education, (pp.153-168). London: Croom Helm.

Moore, M. G. (1990). Recent contributions to the theory of distance education. Open Learning, 5(3), 10-15.

Saettler, Paul L. (1990). The evolution of american educational technology. Englewood, CO: Libraries Unlimited, Inc.

Shale, D. (1989). Toward a reconceptualization of distance education. In M.G. Moore & C.G. Smith (Eds.), Readings in Principles of Distance Education (pp. 333-343). University Park, PA: The Pennsylvania State University.

Shale, D. (1990). Toward a reconceptualization of distance education. In M. G. Moore, et al. (Eds.), Contemporary Issues in American Distance Education. Oxford: Pergamon.

Souder, W. E. (1993). The effectiveness of traditional vs. satellite delivery in three management of technology master's degree programs. The American Journal of Distance Education, 7(1), 37-53.

Thach, L., & Murphy, K.L. (1994). Collaboration in distance education: From local to international perspectives. The American Journal of Distance Education, 8(3), 5-21.  

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