Examining the Transactional Distance Theory in a Web-Enhanced Biology Course

Lawrence O. Flowers, Erin N. White, James E. Raynor, Jr.


The current article explores Moore’s theory of transactional distance in a web-enhanced introductory biology course. A questionnaire containing open-ended questions that focused on components of the transactional distance theory was utilized to examine college students’ perceptions of virtual laboratories in an introductory biology course. Virtual laboratories are computer-based simulations designed to inculcate specific scientific concepts and experimental procedures. Virtual laboratories are effective instructional tools in both online and traditional STEM courses. Previous research has suggested that reduction of transactional distance in the online and traditional classroom may positively influence retention rates and student learning outcomes. The qualitative findings in this study will further inform academic intervention strategies to enhance virtual laboratory instructional approaches in science, technology, engineering, and mathematics (STEM) college courses.

Full Text:


DOI: https://doi.org/10.5296/jse.v2i3.1978


  • There are currently no refbacks.

Copyright (c)

Journal of Studies in Education ISSN 2162-6952

Email: jse@macrothink.org

Copyright © Macrothink Institute 


To make sure that you can receive messages from us, please add the 'macrothink.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.