Στάθμιση κλίμακας για την διαδραστική απόσταση στην εκπαίδευση από απόσταση

Abstract

The purpose of this study was to develop, validate and establish the reliability and validity of a learner - teacher transactional distance rating scale in the context of the Hellenic Open University (HOU). For this purpose, the theory of transactional distance and published empirical studies that attempted to support or to validate this theory were examined. According to the preliminary research and the bibliography review, two dimensions of learner - teacher transactional distance came to light, namely co-understanding and awareness. For this reason two scales, one for each dimension, were developed. A pilot research was carried out, in order to understand how students perceive learner - teacher transactional distance. Then, the item draft questionnaire was field-tested on students, who commented on the clarity of the questionnaire. The internal structure and reliability of the scales were tested using exploratory factor analysis with 220 post-graduate students of the HOU as sample. The exploratory factor analysis revealed two factors which accounted for 72,3% and 76,8% of the variance. Cronbach’s a coefficient was greater than 0,899 for both factors.