title: Making the Connection: Moore’s Theory of Transactional Distance and Its Relevance to the Use of a Virtual Classroom in Postgraduate Online Teacher Education

authors: Falloon, Garry

subjects: online

abstract: This study explored the use of the Web-based virtual environment, Adobe Connect Pro, in a postgraduate online teacher education programme at the University of Waikato. It applied the tenets of Moore’s Theory of Transactional Distance (Moore, 1997) in examining the efficacy of using the virtual classroom to promote quality dialogue and explored how both internal and external structural elements related to the purpose and use of the classroom affected the sense of learner autonomy. The study provides an illustration of the complexity of the relationship that exists between the elements of Moore’s theory, and how the implementation of an external structuring technology such as the virtual classroom, can have both positive impacts (dialogue creation) and negative impacts (diminished sense of learner autonomy). It also suggests that, although Moore’s theory provides a useful conceptual “lens” through which to analyse online learning practices, its tenets may need revisiting to reflect the move toward the use of synchronous communication tools in online distance learning.

text: Making the Connection: Moore’s Theory of Transactional Distance and Its Relevance to the Use of a Virtual Classroom in Postgraduate Online Teacher Education This study explored the use of the Web-based virtual environment, Adobe Connect Pro, in a postgraduate online teacher education programme at the University of Waikato. It applied the tenets of Moore’s Theory of Transactional Distance (Moore, 1997) in examining the efficacy of using the virtual classroom to promote quality dialogue and explored how both internal and external structural elements related to the purpose and use of the classroom affected the sense of learner autonomy. The study provides an illustration of the complexity of the relationship that exists between the elements of Moore’s theory, and how the implementation of an external structuring technology such as the virtual classroom, can have both positive impacts (dialogue creation) and negative impacts (diminished sense of learner autonomy). It also suggests that, although Moore’s theory provides a useful conceptual “lens” through which to analyse online learning practices, its tenets may need revisiting to reflect the move toward the use of synchronous communication tools in online distance learning.

year: 2011

title: Analysing interaction in children's digital books

authors: Vanderschantz, Nicholas

subjects: children's books

abstract: Pedagogical practices in formal educational settings, together with the nature of communication technologies in a variety of digital media, mean that children will encounter screen-based learning opportunities in both formal educational settings and during their daily recreational pursuits. This research looks to address the lack of research informing best practices for the visual and interaction design of this material for children in a screen-based environment. This investigation provides a survey of interaction methods in on-screen reading material available to children in primary-school, middleschool and public libraries in New Zealand. From the data collected, a database chronicling variables relating to interaction in current digital books for children was created. Specifically, this database houses variables including navigation, orientation functions and in-line linking such as hypertext, as well as other factors that can impact a child's digital book use. Through analysis of the database this research provides insight into current trends in interaction techniques found in material designed for children's on-screen reading and provides recommendations for improvements that may be made to assist in the design of children's digital books.

text: Analysing interaction in children's digital books Pedagogical practices in formal educational settings, together with the nature of communication technologies in a variety of digital media, mean that children will encounter screen-based learning opportunities in both formal educational settings and during their daily recreational pursuits. This research looks to address the lack of research informing best practices for the visual and interaction design of this material for children in a screen-based environment. This investigation provides a survey of interaction methods in on-screen reading material available to children in primary-school, middleschool and public libraries in New Zealand. From the data collected, a database chronicling variables relating to interaction in current digital books for children was created. Specifically, this database houses variables including navigation, orientation functions and in-line linking such as hypertext, as well as other factors that can impact a child's digital book use. Through analysis of the database this research provides insight into current trends in interaction techniques found in material designed for children's on-screen reading and provides recommendations for improvements that may be made to assist in the design of children's digital books.

year: 2012

title: Grounding the state of exception in New Zealand: A case study of racial segregation in Pukekohe, Whiteness and the Carceral State

authors: Martin, Jessica

subjects: State of exception

abstract: Indigenous scholars in settler-colonial contexts have highlighted the hyper-imprisonment of Indigenous people, locating it as an extension of the colonial project. Although research on this issue in New Zealand is emerging, there is a notable gap in understanding how the carceral state has developed within this particular context. This study aims to address the following research question: How does the historical context of racial segregation in Pukekohe contribute to our understanding of the mechanisms of the carceral state in New Zealand?
To thoroughly examine the hyper-imprisonment of Māori, it is essential to unpack the historical origins of state violence. Despite existing research establishing a link between Māori over-representation in prisons and the enduring effects of colonisation, there is a lack of studies exploring the complex interplay among the carceral state, whiteness, policy, policing, and law, which collectively shape the current landscape of incarceration. This study focuses on the racial segregation in Pukekohe between 1920 and 1960 and utilises reflexive thematic analysis within a case study framework, drawing on the insights offered by Robert Bartholomew's book, No Māori Allowed (2020). The analysis centres on the theoretical concept of the state of exception, shedding light on how power was wielded by the white racial polity. Thus, providing a unique perspective on the carceral state and state-sanctioned violence.
The findings highlight the interconnectedness of various systemic control mechanisms employed by the carceral state. Housing, policing, and whiteness emerge as crucial factors in the control and confinement of Māori in Pukekohe. By emphasising the role of whiteness in suppressing this history, this study underscores the need for critical examination and recognition of white cultural imperialism as a fundamental pillar of the carceral state. Overall, this research offers significant insights into the construction of a targeted population and the enduring consequences of state-sanctioned violence, emphasising the importance of a comprehensive examination of New Zealand's racialised history in discussions on the hyper-imprisonment of Māori.

text: Grounding the state of exception in New Zealand: A case study of racial segregation in Pukekohe, Whiteness and the Carceral State Indigenous scholars in settler-colonial contexts have highlighted the hyper-imprisonment of Indigenous people, locating it as an extension of the colonial project. Although research on this issue in New Zealand is emerging, there is a notable gap in understanding how the carceral state has developed within this particular context. This study aims to address the following research question: How does the historical context of racial segregation in Pukekohe contribute to our understanding of the mechanisms of the carceral state in New Zealand?
To thoroughly examine the hyper-imprisonment of Māori, it is essential to unpack the historical origins of state violence. Despite existing research establishing a link between Māori over-representation in prisons and the enduring effects of colonisation, there is a lack of studies exploring the complex interplay among the carceral state, whiteness, policy, policing, and law, which collectively shape the current landscape of incarceration. This study focuses on the racial segregation in Pukekohe between 1920 and 1960 and utilises reflexive thematic analysis within a case study framework, drawing on the insights offered by Robert Bartholomew's book, No Māori Allowed (2020). The analysis centres on the theoretical concept of the state of exception, shedding light on how power was wielded by the white racial polity. Thus, providing a unique perspective on the carceral state and state-sanctioned violence.
The findings highlight the interconnectedness of various systemic control mechanisms employed by the carceral state. Housing, policing, and whiteness emerge as crucial factors in the control and confinement of Māori in Pukekohe. By emphasising the role of whiteness in suppressing this history, this study underscores the need for critical examination and recognition of white cultural imperialism as a fundamental pillar of the carceral state. Overall, this research offers significant insights into the construction of a targeted population and the enduring consequences of state-sanctioned violence, emphasising the importance of a comprehensive examination of New Zealand's racialised history in discussions on the hyper-imprisonment of Māori.

year: 2024