Abstract: This study aimed at refining one of the most influential and well-known theories of distance education - the theory of transactional distance (TD). TD theory was developed by Michael G. Moore based on correspondence forms of distance education. The study researched a distance learning environment that had not been investigated in relation to TD - synchronous Web-extended classrooms. In this unique format, live on- campus classes are delivered simultaneously to both in-class students on campus and remote students on the Web who attend synchronously via virtual classroom Web collaboration software. The research involved N=235 students enrolled in 14 graduate business courses. ANOVA tests, correlation and regression analyses were deployed on the 46-item "Scale of TD for synchronous Web-extended learning environments" questionnaire. The study compared perceived TD for three attendance groups: always in-class, always online, and mixed. It found no difference in TD among them. The learning environment enabled by using Saba-Centra Web collaboration software combined with other technologies provided a comparable learning experience for all three learner groups. The findings confirmed that four dimensions of dialogue, student-student, student-instructor, student-content, and student-interface interactions are significant in students' perceived TD and their engagement with learning. Moreover, their significance levels varied for different attendance groups. This research confirms the need to refine TD theory to view dialogue as a multidimensional construct. Furthermore, student-instructor and student-student interactions were significant factors that affected TD in all three learner groups. This study analyzed student satisfaction. The study not only found no difference in satisfaction by attendance type, but also it found that TD is strongly related to student satisfaction: the lower the TD, the more satisfied the students are with the learning environment, including interactions with the instructor, fellow students, course content, and the interface. For all attendance groups, interaction with other students was the common factor that affected satisfaction. The study demonstrated that the level of TD also affects students' perceived learning: the lower the TD, the higher the students' perceived learning. Thus, the study suggests that instructors plan activities that include interpersonal interactions between themselves and students, and also among students in all attendance groups.

Transactional Distance and Adaptive Learning takes a fresh look at one of the pioneering educational theories that accommodates the impact of information and communications technologies in learning. The theory of transactional distance (TTD) provides a distinct analytical and planning foundation for educators to conduct an overarching inquiry into transitioning from mass instructional and management systems in higher education to dynamic and transformational futures that focus on each individual learner. Based on the TTD, this pragmatic approach offers instructors, administrators, students, and other stakeholders a comprehensive planning method to assess the current state of their instructional, learning, and management practices and to develop alternative models to prescribe future improvements in their institution. This complex, self-organized, and adaptive method includes current and emergent properties of: hardware, software, and telecommunications systems that allow faculty, students, and administrators to communicate; instructional and curriculum systems that provide teaching and learning environments for faculty and students; and management, societal, and global systems that influence how institutions are supported, funded, and managed.

Motivation is an important factor in and for all education levels. However, as learners in online distance education milieus are away from both teachers, other learners, and the learning environments physically, this concept becomes more important for online education. Motivating learners in distance education and keeping their motivation alive throughout the learning process is an issue that should be emphasized and taken care of for teachers and instructional designers. At this point, although there are many approaches, models, and theories regarding enhancing and sustaining motivation and engagement in the education processes, it is seen that there is not enough work and/or effective and efficient strategies that can be applied in online distance learning environments. Motivation, Volition, and Engagement in Online Distance Learning evaluates motivational obstacles in online distance education both theoretically and practically, identifies the strengths and weaknesses of the online education environments regarding motivation, and provides actionable motivational and volitional strategies for online educators. This book offers coverage of topics such as learning theories, motivation research, and synchronous online learning environments, making it a valuable resource for researchers, professionals, decision makers, institutions in all education levels, academicians, pre-service teachers, and most importantly, online educators from various disciplines and learners from all educational landscapes.

Exploring online learning through the lens of synchronous and asynchronous instructional methods can be beneficial to the online instructor and to the course designer. Understanding the underlying theoretical foundation is essential to justify both types of instructional pedagogies. Learning theory as it applies to online environments encompasses myriad techniques and practices. Edited by Dr. Cynthia Mary Sistek-Chandler, who was named the 2020 Higher Education Technology Leader Winner by EdTech Digest, Exploring Online Learning Through Synchronous and Asynchronous Instructional Methods is an essential scholarly book that provides relevant and detailed research on the applications of synchronous and asynchronous instructional pedagogies and discusses why they are critical to the design and implementation of contemporary online courses. Featuring an array of topics such as student engagement, adaptive learning, and online instruction, this book is ideal for online instructors, instructional designers, curriculum developers, course designers, academicians, administrators, e-learning professionals, researchers, and students.

The third edition of this award-winning Handbook continues the mission of its predecessors: to provide a comprehensive compendium of research in all aspects of distance education, arguably the most significant development in education over the past three decades. While the book deals with education that uses technology, the focus is on teaching and learning and how its management can be facilitated through technology. Key features include: Comprehensive coverage that includes all aspects of distance education, including design, instruction, management, policy, and a section on different audiences. Chapter authors frame their topic in terms of empirical research (past and present) and discuss the nature of current practice in terms of that research. Future research needs are discussed in relation to both confirmed practice and recent changes in the field. Section one provides a unique review of the theories that support distance education pedagogy. Section six includes a unique review of distance education as a component of global culture. This book will be of interest to anyone engaged in distance education at any level. It is also appropriate for corporate and government trainers and for administrators and policy makers in all these environments. Recipient of the 2013 IAP Distance Education Book Award

The Quarterly Review of Distance Education is a rigorously refereed journal publishing articles, research briefs, reviews, and editorials dealing with the theories, research, and practices of distance education. The Quarterly Review publishes articles that utilize various methodologies that permit generalizable results which help guide the practice of the field of distance education in the public and private sectors. The Quarterly Review publishes full-length manuscripts as well as research briefs, editorials, reviews of programs and scholarly works, and columns. The Quarterly Review defines distance education as institutionally-based formal education in which the learning group is separated and interactive technologies are used to unite the learning group.

"This book looks at solutions that provide the best fits of distance learning technologies for the teacher and learner presented by sharing teacher experiences in information technology education"--Provided by publisher.