Revisiting Transactional Distance Theory in a Context of Web- Based High-School Distance Education
Why this work is in the frame
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Bibliographic record
Abstract
The purpose of this paper is to report on a study that considered Transactional Distance Theory (TDT) in a current technology context of web-based distance education (DE) in a high school environment. Data collection relied on semi-structured interviews conducted with 13 e-teachers and seven other personnel within an organization responsible for high-school distance education in Newfoundland and Labrador, Canada. Findings are presented in three categories labelled as follows: rapport and community-building; curriculum and teacher-centered tools as barriers; and the role of real-time interaction and engagement. We relate these categories respectively to the TDT concepts of dialogue, structure, and learner autonomy. Resumé Le but de cet article est de présenter une étude en lien avec la théorie de la distance transactionnelle (TDT) dans un contexte technologique actuel d'éducation à distance en ligne au secondaire. La collecte des données s'est faite à partir d'entrevues semi-dirigées conduite auprès de treize formateurs en ligne et de sept autres membres du personnel d'une organisation responsable de l'éducation à distance au secondaire à Terre-Neuve et au Labrador, au Canada. Les résultats sont présentés dans trois catégories: relation et construction de la communauté, curriculum et outils centrés sur l'enseignant comme barrières, et rôle des interactions en temps réel et l'engagement. Nous associons respectivement ces catégories aux concepts TDT de dialogue, de structure et d'autonomie de l'apprenant.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.015 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it