Highlights:

• Creating mini-videos to share hand-ons demonstrations
• Flipped classroom approach
• Active learning tasks

Hear about Romina’s experience.

ACU Case study: Applying transactional distance theory to a flipped classroom (EDMA202)
Many thanks to the Faculty of Law and Business for the use of their Pop-up Studio equipment to record this interview.
Length: 12 mins.

Unit design

Transactional distance theory

Transactional distance theory was used as a theoretical framework in the design and delivery of this unit.

“Moore (1993) suggested that transactional distance is not defined in terms of geographical distance, but rather it is a pedagogical concept encompassing the separation of learners and teachers by time and space. Transactional distance is the “psychological and communication space” (Moore, 1993, p. 22) that occurs between learners and teachers and is shaped by the environment and by the patterns of activity of individuals within the environment” (Larkin & Jamieson-Proctor, 2015: https://files.eric.ed.gov/fulltext/EJ1078418.pdf)

1. Dialogue - supportive educational communication between teacher and learner, and learners with each other.
2. Structure - guide the students through the learning journey.
3. Autonomy - a student being able to self-guide their journey.

Image created by ACU, based on Moore (1993).

The theory says that when we get the balance right across these areas, we minimise the transactional distance for students and get the best learning outcomes.

Flipped classroom

A flipped classrooms approach was used with the face-to-face cohort of students.

Student had access to preparatory content to work through (lectures, readings, activities) before they attended weekly face-to-face tutorials. They completed the online learning component as preparation for their face-to-face classes so that they were familiar with important concepts and could explore and consolidate these in a more applied way within class time.

This assisted the students to engage with the content, and be responsible for their own learning.

Structure

Assessment

The above assessments may have been designed before the latest update to the ACU Assessment Policy. See Assessment Policy for up-to-date advice on designing your assessments.

Technology

“I like investigating new technology, as teachers in the 21^st century, this is a skill/disposition we all have to engage with. We are dealing with 21^st century learners. We need to come to grips with that, get onboard and harness that in our own teaching and learning so we can use that to enhance what we are doing” - Professor Romina Jamieson-Proctor.

Some of the major tools used in this unit.

Support

The academic staff building this unit drew upon the following support people.

• Educational designers/IT support
• Colleagues

Lessons learned

• Approach the design from a student perspective. Think about their journey - “Can I find immediately the information I need to be successful in this unit?”, “Do I know where to start?”, “Do I know where to go next?”, “Do I know exactly what to do?”.
• Consider opportunities for dialogue, are there enough opportunities for students to dialogue with their teacher and their peers?
• Talk with colleagues and educational designers for feedback
• Start small. Don’t try to do everything. Think about the one piece of digital technology that is absolutely crucial and master it first.

Student feedback

• “Everything set out simply and to the point.”
• “Lecture videos were very concise, flowed nicely and helped to make the concepts relatable to teaching and easy to understand.”
• “I liked that she was very good at getting the lectures up on time and they were always filled with useful information, I also enjoyed the videos of her demonstrating particular maths techniques it was good to get a grasp on what she was saying in the lecture about it. The way she got us to write on the forums got me thinking and was a great way to get me engaged in the lectures.”
• “Her lectures are clear, concise and to the point. She didn't include any information that wasn't relevant. Separating the lectures into parts also helped as it is difficult to sit there and watch a lecture for 2hrs”
• “Your lectures were excellent!! I really loved the structure throughout the weeks and they were easy to follow. “
• “Thank you for the flexibility allowed in studying this course online. I work full time so it is a challenge to even be able to tune in to the scheduled webinars when they are run.”

Further reading

Transactional distance theory

• Theory of transactional distance (Moore 1997).
• Using Transactional Distance Theory to Redesign an Online Mathematics Education Course for Pre-Service Primary Teachers (Larkin & Jamieson-Proctor, 2015).

Flipped classroom

The following may be useful if you would like to understand the flipped classroom model more.

• 7 things you should know about the flipped classroom (EDUCAUSE 2012)
• The page Flipping the classroom (Brame, 2016) provides a comprehensive look at the flipped classroom, including its theoretical basis, evidence for its effectiveness and its key elements.
• The video The Flipped classroom model (MADDrawProductions 2012) provides and simple but useful description of a flipped classroom.

References

Brame, C. 2016. Flipping the Classroom, Vanderbilt University, viewed 12 July 2016 <https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/>.

EDUCAUSE, 2012, 7 things you should know about the flipped classroom, viewed 23 June 2016 <https://net.educause.edu/ir/library/pdf/eli7081.pdf>.

Larkin, K. & Jamieson-Proctor, R. (2015). Using Transactional Distance Theory to redesign an Online Mathematics Education Course for Pre-Service Primary Teachers. Mathematics Teacher Education and Development (MTED), Vol. 17.1, 44 - 61.

MADDrawProductions 2012. The Flipped Classroom Model [video]. 27 May, viewed 12 July 2016 <https://www.youtube.com/watch?v=ojiebVw8O0g&rel=0>.

Moore, M. "Theory of transactional distance." Keegan, D., ed. "Theoretical Principles of Distance Education (1997), Routledge, pp. 22-38.

Moore, M. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education (pp. 22–38). London: Routledge.