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.