Investigating the tripartite aspects of transactional distance in a blended multimedia adult literacy programme

This study investigates the role of transactional distance in an Adult Basic Education and Training Level One (ABET L1) multimedia, blended learning programme. While empirical research acknowledges that dialogue assumes an important role in mediating the communicative chasm between adult learner and facilitator, how this is mediated through a blended multimedia methodology at ABET L1 , is not clear. This study attempts to investigate some of the complexities in this mediation. The study focused primarily on the interplay of dialogue in relation to programme structure, learner autonomy, and how these variables influenced adult learning. The study consisted of a cohort sample of 20 ABET Level 1 learners on a blended learning programme at a food production plant in Cape Town. A mixed methods approach incorporating both quantitative and qualitative instruments was used to answer the research questions. A range of data collection instruments, namely a survey, interviews, and observations, was utilized to gather and analyze the data. With a particular focus on dialogue, this approach allowed the study to investigate the influence and interaction of the tripartite variables of Transactional Distance Theory on adult learning at ABET L1 and the scope of transactional distance created by these interactions. Both quantitative and qualitative findings suggest that in the absence of constructive, meaningful dialogue and scaffolded learning practices, barriers to learning are accentuated in this blended learning environment and results in increased transactional distance. Findings from the data suggest that improved regular face-to-face facilitator contact throughout the programme could avert learner frustration and demotivation and thereby decrease transactional distance. General consensus is that dialogue plays a critical role in mediating adult learning. While multimedia approaches to blended adult learning in South Africa appear to provide appropriate and effective learning methodologies to address adult literacy education, the findings of this research study suggest that the complexity of literacy acquisition, particularly at ABET Level 1, requires much more than technological methods if literacy is to be seen in broader social and communicative terms. The findings of this study nevertheless remain anticipative that a synergistic and productive codependence can be negotiated between these loci. This particular learning environment could be improved by reassessing the interplay of dialogue, programme structure, and learner autonomy, hereby potentially reducing transactional distance by being cognizant that adult learning is not a homogenous enterprise unmindful of the nature of adult learners and the critical contexts of adult learning.

Grantor

School of Education

Year dc:date.issued

2020

Author dc:creator

• Okkers, Muhammad

Advisor dc:contributor.advisor

• Ismail, Salma

• education

Handle dc:identifier.uri

http://hdl.handle.net/11427/32902

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/32902