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This paper proposes a scaffolded concept mapping strategy, which considers a student's (high or low) prior knowledge, and provides flexible learning aids (scaffolding and fading) for reading and drawing a concept map. The goal is that the whole class should progress in synchronized fashion through this strategy, with each student achieving meaningful learning. The scaffolding is tailored to the student's needs, with various levels of support. The increasing demand for scaffolding, and its constant evolution, means that software aids are needed. The authors adopted a systematic instructional design, with associated software, to create a learning environment that supports the execution of the strategy. The paper also investigates whether this strategy improved student learning for 54 undergraduates in a database management system course. The results indicate that the students who used the strategy had better learning achievements than those who only experienced traditional lectures. Moreover, the implementation of the strategy received positive student feedback. [ABSTRACT FROM AUTHOR]

The principal aim of this study was to measure the impact of two categories of variable (individual and instructional)on learners'perceived transactional distance in a World Wide Web learning environment. The effects of four variables (learner's skill level with the Internet, previous experience in taking distance education courses, extent of interaction and types of learner support) on the transactional distance that learners perceive in a web-based course have been investigated. Seventy-one students enrolled in adult education or agriculture extension programmes in four national Taiwanese universities participated in this study. Previous experience with distance education and in-class learner support (either via face-to-face tutoring or through videoconferencing)did not have an impact on transactional distance. However, it was found that both the learner's skill level with the Internet and the extent of the interaction that occurred (between instructor and learners and among learners) did have a significantly negative effect on transactional distance. The implications of the research findings are discussed and suggestions for further research and practice are made. [ABSTRACT FROM AUTHOR]

Moore's Theory of Transactional Distance hypothesizes that distance is a pedagogical, not geographic phenomenon. It is a distance of understandings and perceptions that might lead to a communication gap or a psychological space of potential misunderstandings between people. Moore also suggests that this distance has to be overcome if effective, deliberate, planned learning is to occur. However, the conceptualizations of transactional distance in a telecommunication era have not been systematically addressed. Investigating 71 learners' experiences with WorldWide Web, this study examined the postulate of Moore's theory and identified the dimensions (factors) constituting transactional distance in such learning environment. Exploratory factor analysis using a principal axis factor method was carried out. It was concluded that this concept represented multifaceted ideas. Transactional distance consisted of four dimensions—instructor-learner, learner-learner, learner-content, and learner-interface transactional distance. The results inform researchers and practitioners of Web-based instruction concerning the factors of transactional distance that need to be taken into account and overcome in WWW courses. [ABSTRACT FROM AUTHOR]