Author ORCID Identifier
Naoshi Hiraoka https://orcid.org/0000-0003-1452-7500
Abstract
This paper prorposes eight design principles to nurture autonomy of college students, based on re-conceptualization of Michael Moore's Transactional Distance Theory (TDT). After proposed in 1970’s, TDT has been helping to concepturalize distance education in terms of psychological, not physical, distance among people involved. TDT, on the other hand, has been creating confusions and misinterpretations when utilized in the research and practices of distance education. COVID-19 has forced all educational practices to be offered as distance education, which made us realized the importance of student autonomy, when limited guidance could be offered. Utilizing the framework of TDT, this paper proposes eight ways to create and then withdraw scaffoldings to help learners more self-independent and autonomous.
First Page
1
Last Page
8
Ethics Approval
Yes
Declaration Statement
This paper has been presented at ICOME2021, 19th International Conference on Media in Education 2021, held on August 18-20, 2021, organized by Chonnam National University, South Korea.
Recommended Citation
Suzuki, K., & Hiraoka, N. (2022). Transactional distance theory and scaffolding removal design for nurturing students’ autonomy. Journal of Educational Technology Development and Exchange (JETDE), 15(1), 1-8. https://doi.org/10.18785/jetde.1501.01
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
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