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Transactional distance and connectivism learning theories during crisis times.

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Title: Transactional distance and connectivism learning theories during crisis times.
Authors: Ayalon, Ayelet1 (AUTHOR) ayelet.ayalon@biu.ac.il, Aharony, Noa1 (AUTHOR)
Source: Open Learning. Apr2026, Vol. 41 Issue 2, p211-227. 17p.
Subject Terms: *Teacher-student communication, *Autodidacticism, *Digital learning, *Online education, *Educational technology, *COVID-19 pandemic, *Qualitative research
Abstract: The abrupt transition from face-to-face classes to online learning in March 2020 occurred due to the COVID-19 pandemic. The physical distance between students and teachers led to changes in interactions. This case study explored the implications of online learning during times of crisis by examining teachers' and students' experiences of the online platform. The study utilised a qualitative approach, with three junior and high schools participating. Thirteen teachers were interviewed, and 27 students participated in three focus groups, one from each school. Three main themes were identified: Curriculum structure and student autonomy, Dialogue between teachers and students, and Social distance. Findings indicate a gap between pedagogy and technology, expressed through a non-flexible structure, low dialogue, and a high Transactional Distance. Autonomy is a core variable of Transactional Distance Theory and Connectivism Theory, relying on the learner rather than the teacher to determine goals and learning experiences. However, teachers reported using autonomy to vary their teaching approaches. At the same time, students felt uncertain about how to cope with the autonomy given to them and even perceived neglect from their teachers. The findings emphasize the importance of teacher-student interaction, flexible structure, and autonomy that aligns with learners' abilities. [ABSTRACT FROM AUTHOR]
Copyright of Open Learning is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Transactional distance and connectivism learning theories during crisis times.
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  Data: <searchLink fieldCode="AR" term="%22Ayalon%2C+Ayelet%22">Ayalon, Ayelet</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> ayelet.ayalon@biu.ac.il</i><br /><searchLink fieldCode="AR" term="%22Aharony%2C+Noa%22">Aharony, Noa</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Open+Learning%22">Open Learning</searchLink>. Apr2026, Vol. 41 Issue 2, p211-227. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher-student+communication%22">Teacher-student communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Autodidacticism%22">Autodidacticism</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+learning%22">Digital learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink>
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  Label: Abstract
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  Data: The abrupt transition from face-to-face classes to online learning in March 2020 occurred due to the COVID-19 pandemic. The physical distance between students and teachers led to changes in interactions. This case study explored the implications of online learning during times of crisis by examining teachers' and students' experiences of the online platform. The study utilised a qualitative approach, with three junior and high schools participating. Thirteen teachers were interviewed, and 27 students participated in three focus groups, one from each school. Three main themes were identified: Curriculum structure and student autonomy, Dialogue between teachers and students, and Social distance. Findings indicate a gap between pedagogy and technology, expressed through a non-flexible structure, low dialogue, and a high Transactional Distance. Autonomy is a core variable of Transactional Distance Theory and Connectivism Theory, relying on the learner rather than the teacher to determine goals and learning experiences. However, teachers reported using autonomy to vary their teaching approaches. At the same time, students felt uncertain about how to cope with the autonomy given to them and even perceived neglect from their teachers. The findings emphasize the importance of teacher-student interaction, flexible structure, and autonomy that aligns with learners' abilities. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Open Learning is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/02680513.2024.2413131
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      – Code: eng
        Text: English
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        PageCount: 17
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      – SubjectFull: Digital learning
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      – SubjectFull: Online education
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      – SubjectFull: Educational technology
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      – SubjectFull: COVID-19 pandemic
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      – SubjectFull: Qualitative research
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              M: 04
              Text: Apr2026
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              Y: 2026
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