Garry Falloon

Making the Connection: Moore's Theory of Transactional Distance and Its Relevance to the Use of a Virtual Classroom in Postgraduate Online Teacher Education

Abstract This study explored the use of the Web-based virtual environment, Adobe Connect Pro, in a postgraduate online teacher education programme at the University of Waikato. It applied the tenets of Moore’s Theory of Transactional Distance (Moore, 1997) in examining the efficacy of using the virtual classroom to promote quality dialogue and explored how both internal and external structural elements related to the purpose and use of the classroom affected the sense of learner autonomy. The study provides an illustration of the complexity of the relationship that exists between the elements of Moore’s theory, and how the implementation of an external structuring technology such as the virtual classroom, can have both positive impacts (dialogue creation) and negative impacts (diminished sense of learner autonomy). It also suggests that, although Moore’s theory provides a useful conceptual “lens” through which to analyse online learning practices, its tenets may need revisiting to reflect the move toward the use of synchronous communication tools in online distance learning.

Exploring young students' talk in iPad-supported collaborative learning environments

Abstract In the few years since its release, Apples iPad has generated much discussion about its potential to support student learning at all levels of the education system. Much of this has focused on its physical and technical attributes, such as portability, touch-display, connectivity, and large array of apps. However, a few studies have begun to explore possible advantages of iPads being used as public work spaces, enabling students to interact more collaboratively when creating learning outputs. These studies point to other affordances such as the iPads ability to lay flat on a desk or be propped at a convenient angle, its wide viewing range and multi-user accessible interface, as being particularly relevant in supporting collaboration. Between June and November 2013, researchers from the University of Waikato used a specifically developed ‘observeware’ app to capture display and audio data while young students (5 year olds) were using iPads in pairs for developing numeracy, literacy and problem-solving/decision-making skills. The study used Mercers (1994) talk types framework to explore the nature of talk students engaged in while they were using the iPads and interacting with each other and their teacher, and also how features of the device may have influenced this. Results indicated exceptionally high levels of on-task talk, but that this was mostly of an affirming and non-critical nature and unsupportive of outcome improvement or refinement. While the iPad offered unique potential as a shared, public learning device, the pedagogical role of the teacher in realising this by helping students learn appropriate ‘ground rules’ to raise talk quality, was critical. This article details the methodology used and the results of the study. It discusses the important role teachers play in helping young students build oral-interaction strategies to capitalise on high levels of learning engagement, and the unique features of these devices.

What's going on behind the screens?

Since their introduction in 2010, much has been said and written about Apples iPad Apple Inc., Cupertino, CA, USA and its potential to transform when and how students learn. Much of this hype has focused on attributes of the device such as its touch screen interface, light and portable form factor, easy-to-use operating system, and large array of apps. Emerging studies mainly report positive outcomes for students from using iPads in specific learning situations. These studies have cited enhanced motivation and learner engagement, often linking this with improved learning outcomes. However, there is a dearth of research exploring how students interact with these devices, and the factors that affect the quality and learning value from that interaction.