Factors Affecting the Perception of Transactional Distance in the Online Learning Environments

Özlem UZUN; Elif TOPRAK

doi:10.5281/zenodo.16218123

Authors

Özlem UZUN Anadolu University, School of Foreign Languages, Eskisehir, Turkey https://orcid.org/0000-0002-1779-6848
Elif TOPRAK Anadolu University, Open Education Faculty, Eskisehir, Turkey https://orcid.org/0000-0002-4098-3676

DOI:

https://doi.org/10.5281/zenodo.16218123

Keywords:

Transactional distance, distance learning, online learning, learner autonomy, structure, dialogue

Abstract

Following the pioneers Dewey and Moore, the concept of Transactional Distance (TD) has been adapted to distance education as the psychological and communicational gap in the flow of the messages between the learner and the instructor. As the theory evolved; structure, dialogue and learner autonomy have been accepted as the three main factors of TD. The purpose of this paper is to present a case study and discuss the correlation between structure, dialogue and learner autonomy and the perception of distance as reported by the learners enrolled at online graduate programs of a dual-mode university. The analysis of the findings indicate that structure and dialogue have positive correlation with transactional distance, the more the learning environment is structured and provides opportunities for interaction, the less is the distance felt and experienced by the learners. Since learner autonomy and dialogue with instructors did not have a significant effect on the distance perceived by learners, the research partially supports the theory. This research is another contribution to the literature on TD indicating that each case needs to be evaluated separately and continuously in terms of factors affecting TD experienced by learners.

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