Reconsidering Moore's transactional distance theory

Abstract

One of the core theories of distance education is Michael Graham Moore's Theory of Transactional Distance that provides the broad framework of the pedagogy of distance education and allows the generation of almost infinite number of hypotheses for research. However, the review of the existing studies relating to the theory showed the use of a variety of functional definitions of transactional distance that reveals an absence of consensus. The purpose of the present study is the theoretical processing of its fundamental concept "transactional distance", as well as the incorporation of the theory into the epistemological framework of realism. In particular, the absence of consensus is overcome through the work of John Dewey. On this basis, transactional distance was defined as "the distance in understanding between teacher and learner". Additionally, an attempt is made to position the Theory of Transactional Distance in the epistemological framework of realism. From this point of view, transactional distance is one of the results of teaching.