Moore’s theory of transactional distance describes the communications and psychological gulf between learner and teacher in a distance education setting. The theory was formulated in a correspondence era of distance learning and matured in an era where discussion forums and virtual learning environments reduced transactional distance in a closed-group setting that enabled interactions akin to those in a traditional classroom. In recent years the growth of social networking and social interest sites has led to social forms that fit less easily in these traditional formal models of teaching and learning. When the “teacher” is distributed through the network or is an anonymous agent in a set or is an emergent actor formed by collective intelligence, transactional distance becomes a more complex variable. Evolved social literacies are mutated by new social forms and require us to establish new or modified ways of thinking about learning and teaching. In this missive we explore the notion of transactional distance and the kinds of social literacy that are required for or that emerge from network, set, and collective modes of social engagement. We discuss issues such as preferential attachment, confirmation bias, and trust and describe social literacies needed to cope with them.
Address of the bookmark: http://www.mitpressjournals.org/doi/abs/10.1162/IJLM_a_00104#.VEwtAYcfTEI
