摩尔的理论有着明显的相似之处与建构主义、社会建构主义和成人学习理论,而很明显,andragogical和介绍了建构主义元素,事务性的距离会减少。事务性的距离和对话是成反比,因此减少对话将导致事务距离的增加,同时增加对话减少距离。尽管摩尔(1993)集中在对话的教师和学习者之间的相互作用,利用建构主义方法结合社会性软件促进同行之间以及学习者与教师之间对话的精神威廉姆斯和负担(1997)社会建构的动态过程。对话也是课程结构比例,增加结构增加对话,从而减少事务性距离(摩尔,1993);摩尔推测,成人学习者自然表现出独立的行为和这种自治依靠减少事务性水平距离如低水平的结构和高水平的对话。建构主义理念可以促进减少事务性距离和增加自主权诺里居民区上空的精神的自我概念。互动中扮演一个重要的部分在这个过程中,技术可以帮助的方式必须考虑。
美国牙科学essay代写:摩尔的理论
Moore's theory has obvious parallels with constructivist, social constructivist and adult learning theories, and it is apparent that as andragogical and constructivist elements are introduced, transactional distance will decrease. Transactional distance and dialogue are inversely proportional, thus a decrease in dialogue will result in an increase in transactional distance, whilst an increase in dialogue reduces distance. Although Moore (1993) focussed upon the dialogic interplay between teacher and learner, utilising constructivist approaches in combination with social software fosters dialogue amongst peers as well as between learner and teacher in the spirit of Williams and Burden's (1997) socially-constructed, dynamic process. Dialogue is also proportional to course structure, an increase in structure decreases dialogue and consequently increases transactional distance (Moore, 1993); Moore speculated that adult learners naturally exhibit independent behaviour and this autonomy relies upon reduced levels of transactional distance e.g. low levels of structure and high levels of dialogue. Constructivist ideals can foster the reduction of transactional distance and so increase autonomy in the spirit of Knowle's self-conception. Interaction plays an important part in this process, and the ways in which technology can assist this must be considered.
