Pedagogical model for virtually mediated distance education with a transactional distance perspective

Abstract

The starting point of the model was the recognition of dropout in distance education as a problematic situation. Analysing their possible causes, it was found that these were explained by the transactional distance theory. The study was carried out using design-based research, whose main characteristic is the introduction of a new element to transform a problematic situation. Initially, the literature was reviewed to identify possible causes of dropout in distance education. Subsequently, a pedagogical model was designed and validated based on the review of distance and virtual education models of a Mexican and Colombian universities. From this review, the main components of the pedagogical models were extracted and based on these elements, the pedagogical model was designed, like a system. It was then validated with a group of experts and tested with a group of students through a webinar. The results show that, by taking a course based on the fundamental ideas of the proposed pedagogical model, the perception of transactional distance decreases and, on the other hand, it is demonstrated that the intention to drop out shows a significant decrease.