Transactional Distances During Emergency Remote Teaching Experiences

Abstract

The Transactional Distance Theory posits that successful remote learning occurs when teachers decrease psychological or transactional gaps. Narrowing the transactional distance can be achieved through a balance of appropriate course structure and dialogue, fostering healthy student autonomy in the process. This paper describes the Emergency Remote Teaching experiences of faculty and students of the Ateneo de Manila University in the Philippines. It examines these e xperiences in the context of the transactional distance framework. Findings show that a sudden shift to remote learning mandates greater student autonomy, which increases transactional distance. Because of this, efforts by faculty to increase student -teach er dialogue are critical in preventing this distance from widening further. Implications for teacher professional development are subsequently discussed.