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The Transactional Approach to Distance Education

The Transactional Approach to Distance Education The Transactional - -- -- - ~ Amroach I- I- to Distance Education tage of producing an environment where ‘‘facts” can be challenged and learner satisfaction can flourish. Support and encouragement, provided by the teacher through planned interactions, can be a powerful motivator for learning experience and stigmatizg the students and the learning as well as a contributor to persistence in the as second class. Therefore, one of the major educational activity. Joint decision-making in all phases program is to develop and implement of planning, instruction, and evaluation is a hallmark of challenges that teachers face this model. Since learner dropout is of prime concern to distance education opportunities that equate to the quali- ty standards of traditional oncampus offerings. This may planners of distance programs, any activity that promotes the retention of students, such as the student-teacher quire a significant shift in how teachers in distance roles and fulfill their obligations. interactions described here, should be given serious con- programs perceive their sideration. In this model, the roles that the teacher may Learning at a distance has become a viable and neces- assume m that of a reinforcer, clarifier, encourager, sary option for many adults aspiring to further http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

The Transactional Approach to Distance Education

Care, William Dean
Adult Learning , Volume 7 (6): 2 – Jul 1, 1996
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Publisher
SAGE
Copyright
© 1996 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515959600700605
Publisher site
See Article on Publisher Site

Abstract

The Transactional - -- -- - ~ Amroach I- I- to Distance Education tage of producing an environment where ‘‘facts” can be challenged and learner satisfaction can flourish. Support and encouragement, provided by the teacher through planned interactions, can be a powerful motivator for learning experience and stigmatizg the students and the learning as well as a contributor to persistence in the as second class. Therefore, one of the major educational activity. Joint decision-making in all phases program is to develop and implement of planning, instruction, and evaluation is a hallmark of challenges that teachers face this model. Since learner dropout is of prime concern to distance education opportunities that equate to the quali- ty standards of traditional oncampus offerings. This may planners of distance programs, any activity that promotes the retention of students, such as the student-teacher quire a significant shift in how teachers in distance roles and fulfill their obligations. interactions described here, should be given serious con- programs perceive their sideration. In this model, the roles that the teacher may Learning at a distance has become a viable and neces- assume m that of a reinforcer, clarifier, encourager, sary option for many adults aspiring to further

Journal

Adult Learning – SAGE

Published: Jul 1, 1996

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