Theoretical Framework

This study is associated with the theory of Transactional Distance Theory

(Moore, 1993). This theory articulates the idea that distance education is not simply a
geographic separation of learners and teachers, but, more importantly, is a pedagogical
concept. Since learning occurs from an interaction with one's environment, but is also
affected by the distance between learner and teacher that results from location,
personality, learning styles, communication, the effect of the technology being used
must also be considered, as it plays a role in each of these elements. There is an
element of transactional distance even in face to face learning that results from the
different backgrounds, psychological state and communication styles between the
teacher and student.

Distance education has been used in various forms for many years including
mediums such as television, radio, recorded video, phone conferencing, and more
recently, Internet-based e-learning and live videoconferencing. Large numbers of
colleges and universities have enhanced their classrooms through the use of
asynchronous e-learning, and in many cases, have moved entire courses and degree
programs to online delivery formats. Other distance delivery modalities have also been
employed including the use of synchronous videoconferencing. These trends have been
the source of increasing research attempting to determine the effectiveness of teaching
and learning in distance learning environments (Resta & 2 Laferrière, 2017). There are
many different forms of distance education delivery modalities in use today. Among the
most prevalent are asynchronous e-learning and synchronous videoconferencing.
Research has been performed covering various aspects surrounding each of these
delivery modalities; however, there appears to be a gap in the literature for their direct
comparison. The study sought to examine concepts surrounding how students learn
and perceives the different delivery modalities that helps them increase the quality of
their learning.
(Keegan, 2018). Transactional Distance.
https://www.instructionaldesign.org/models/transactional_distance/.

Resta, P., & Laferrière, T. (2017). Technology in support of collaborative learning.

Educational Psychology Review. https://cpb-us-
e1.wpmucdn.com/blog.stcloudstate.edu/dist/d/10/files/2017/01/Final-dissertation-Andy-
Black-asynchronous-synchronous-q7u57f.pdf

D. Sewart, D. Keegan and B. Holmberg (eds), Distance Education: International

Perspectives. http://www.c3l.uni-oldenburg.de/cde/found/moore93.pdf