Moodle as a Tool to Reduce Transactional Distance at an Open Distance and e-Learning University

Kershnee Sevnarayan
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引用次数: 1

Abstract

Despite the expansion of e-learning and the adoption of innovative learning management systems to support students, higher education institutions are still struggling under the burden of digital exclusion, hence increasing the transactional distance between lecturers and students. The research was conducted at a South African Open Distance and eLearning university and attempted to (1) understand how the Moodle site is organized to influence transaction distance, (2) identify students’ perceptions of the Moodle site to enhance their academic writing skills, and (3) identify if Moodle is an enabler or disabler to their learning. This article uses a qualitative participatory action research design and draws on the theory of transactional distance. Using observations, open-ended evaluation questions, and a focus group discussion, the study found that students appreciated the communication and interaction facilitated by the lecturers. Despite the challenges that students experienced, the transactional distance was reduced between lecturers and students. Although the findings of this study cannot be generalized on a broader scale, findings are in line with similar studies, amplifying the critical role of the perceptions and challenges of first-year students in HEIs to bring about the required change.
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Moodle作为一种工具,在开放远程和电子学习大学中减少交易距离
尽管电子学习的扩展和创新学习管理系统的采用为学生提供了支持,但高等教育机构仍然在数字排斥的负担下挣扎,从而增加了教师和学生之间的交易距离。这项研究是在南非一所开放远程和电子学习大学进行的,并试图(1)了解Moodle网站是如何组织影响交易距离的,(2)确定学生对Moodle网站的看法,以提高他们的学术写作技能,以及(3)确定Moodle对他们的学习是有利的还是不利的。本文采用定性参与行动研究设计,并借鉴交易距离理论。通过观察、开放式的评估问题和焦点小组讨论,研究发现学生们很欣赏讲师促进的交流和互动。尽管学生经历了挑战,但讲师与学生之间的交易距离减少了。虽然这项研究的结果不能在更广泛的范围内推广,但研究结果与类似的研究一致,放大了高等院校一年级学生的观念和挑战对带来所需变革的关键作用。
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审稿时长
4 weeks
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