Distance: Articles report #4

Articles from International Review of Research in Open and Distance Learning

Summary of theories utilized in these articles (total does not equal eleven, as some articles drew on multiple theories:

Transactional distance—3
Moore’s three types of interaction—3
Openness—2
Industrialization—1
Communities of practice—1
Communities of inquiry—1
Theories pertaining to the benefits of blogging—1
Persistence and retention—1

I noticed that the top 3 theories are all theories that I have studied either in this or other classes. It may be that I am falling into the trap of “once you know how to use a hammer, everything becomes a nail,” but I suspect that transactional theory as well as the different types of interaction are foundational issues in the world of distance education. I was surprised that only one of the articles mentioned conversational theory and it was only a passing reference.

1. Annand, D. (2007). Re-organizing Universities for the Information Age. International Review of Research in Open and Distance Learning, 8(3), 1-9.

Theoretical Framework(s):

One theoretical framework that Annand uses is the idea of Industrialization. In fact, the very first word of his article is “Peters” in references to Peters’ discussion of this theory. He also utilizes the conversation framework when discussing the three forms of interaction (student-teacher, student-student, and student-content), and highlighting how they are used in a University setting. He also uses Moore’s theory of transactional distance.

2. Barnard, L., Paton, V., & Lan, W. (2008). Online Self-Regulatory Learning Behaviors as a Mediator in the Relationship between Online Course Perceptions with Achievement. International Review of Research in Open and Distance Learning, 9(2).

Theoretical Framework(s):

The authors draw on the theory of transactional distance as well as Schunk’s theories regarding self-regulated learning. They seek to find a relationship between these theories, e.g. does one’s level of self-regulation affect how one perceives transactional distance.

3. Bray, E., Aoki, K., & Dlugosh, L. (2008). Predictors of Learning Satisfaction in Japanese Online Distance Learners. International Review of Research in Open and Distance Learning, 9(3).

Theoretical Framework(s):

These authors also cite Anderson’s theory regarding the three kinds of student-interactions, and discuss the challenges of getting the mix right.

4. Caswell, T., Henson, S., Jensen, M., & Wiley, D. (2008). Open Educational Resources: Enabling universal education. International Review of Research in Open and Distance Learning, 9(1).

Theoretical Framework(s):

I don’t know that there is a theoretical framework that the authors are using (at least not one that I am aware of). In their review of OpenCourse Ware it is clear that there is a theoretical construct of openness, but I am not sure that they specifically draw on that in their research.

5. Deka, T. S., & McMurry, P. (2006). Student Success in Face-To-Face and Distance Teleclass Environments: A matter of contact? International Review of Research in Open and Distance Learning, 7(1).

Theoretical Framework(s):

Although not specifically stated, it seems to me that the theory of transactional distance was the primary focus of this study. The authors were comparing F2F learners with those watching the same lectures at a distance. They discuss the “connection” between the students and teachers and noticed that the distance students felt less of a connection. TO me this appeared to be in the realm of the transactional framework.

6. Eib, B. J., & Miller, P. (2006). Faculty Development as Community Building. International Review of Research in Open and Distance Learning, 7(2).

Theoretical Framework(s):

These authors did not appear to be drawing on theoretical frameworks that are specific to distance education. Rather they focus on a theory of communities of practice (citing Barab) and Schon’s theory of the importance of reflection.

7. Grandzol, C. J., & PhD, J. R. G. (2006). Best Practices for Online Business Education. International Review of Research in Open and Distance Learning, 7(1).

Theoretical Framework(s):

These authors discuss best practices and frame much of the “best practice ideas” in terms of how well these methodologies promoted “communities of inquiry.” They cite Scardamalia and Bereiter, Lave and Wenger, and Garrison as having significant influence on their ideas regarding why communities of inquiry are important and how to create them.

8. Leslie, P. H., & Murphy, E. (2008). Post-Secondary Students' Purposes For Blogging. International Review of Research in Open and Distance Learning, 9(3).

Theoretical Framework(s):

These authors review literature relating to blogging. Their overall theory seems be that blogging allows students to write in a journal-format. This format helps students feel more comfortable in writing entries and provides a way to help students share their feelings with the teacher and other students.

9. Müller, T. (2008). Persistence of Women in Online Degree-Completion Programs. International Review of Research in Open and Distance Learning, 9(2).

Theoretical Framework(s):

The theoretical focus of this article concerns factors relating to persistence and retention. From looking at the authors they cite it appears that Tinto was a foundational theorist in this field and that many others have built on his theory, examining different factors that affect students persisting to finish distance courses. I believe at some level this also relates to transactional distance.

10. Pan, G., & Bonk, C. J. (2007). The Emergence of Open-Source Software in North America. International Review of Research in Open and Distance Learning, 8(3).

Theoretical Framework(s):

Similar to the article on OpenCourse Ware, this article does not seem to have a clear theoretical base that relates to distance education specifically. Rather, the theory is based on the benefits having resources be openly available.

11. Shachar, M. (2008). Meta-Analysis: The preferred method of choice for the assessment of distance learning quality factors. International Review of Research in Open and Distance Learning, 9(3).

Theoretical Framework(s):

The theory Shachar draws on seems to be that to draw conclusive results it is best to synthesize multiple studies. He states, “One of the benefits and advantages of conducting mata-analysis is that it ‘gives a voice’ to ‘small and distinct’ studies, each one in itself not strong enough to qualify as being statistically significant, or robust enough to warrant serious consideration. But ‘integrated together,’ can contribute their findings to the ‘big picture’” (3).