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Using Transactional Distance Theory to Redesign an Online Mathematics Education Course for Pre-Service Primary Teachers

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Title: Using Transactional Distance Theory to Redesign an Online Mathematics Education Course for Pre-Service Primary Teachers
Language: English
Authors: Larkin, Kevin, Jamieson-Proctor, Romina
Source: Mathematics Teacher Education and Development. 2015 17(1):44-61.
Availability: Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Foreign Countries, Preservice Teachers, Elementary School Mathematics, Mathematics Instruction, Preservice Teacher Education, Pedagogical Content Knowledge, Online Courses, Web 2.0 Technologies, Feedback (Response), Student Attitudes, Distance Education, Educational Theories, Anxiety, Instructional Design
Geographic Terms: Australia
ISSN: 1442-3901
Abstract: This paper examines the impact of a series of design changes to an online mathematics education course in terms of transactional distance between learner and teachers, pre-service education students' attitudes towards mathematics, and their development of mathematical pedagogical knowledge. Transactional distance theory (TDT) was utilised to investigate and describe the interactions among course structure, course dialogue and student autonomy in an online course over a two-year period. Findings indicate that Web 2.0 technologies, when used thoughtfully by teachers, can afford high levels of structure and dialogue. Feedback from pre-service teachers indicated an improved attitude towards mathematics and an increase in their mathematical pedagogical content knowledge. These findings have implications for universities moving towards the delivery of teacher education courses entirely online.
Abstractor: As Provided
Number of References: 37
Entry Date: 2015
Accession Number: EJ1078418
Database: ERIC
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  Data: This paper examines the impact of a series of design changes to an online mathematics education course in terms of transactional distance between learner and teachers, pre-service education students' attitudes towards mathematics, and their development of mathematical pedagogical knowledge. Transactional distance theory (TDT) was utilised to investigate and describe the interactions among course structure, course dialogue and student autonomy in an online course over a two-year period. Findings indicate that Web 2.0 technologies, when used thoughtfully by teachers, can afford high levels of structure and dialogue. Feedback from pre-service teachers indicated an improved attitude towards mathematics and an increase in their mathematical pedagogical content knowledge. These findings have implications for universities moving towards the delivery of teacher education courses entirely online.
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Preservice Teachers
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      – SubjectFull: Elementary School Mathematics
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Student Attitudes
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