Examining Transactional Distance in Synchronous Online Learning Environments

Abstract

Even though there have been many studies focused on different points of transactional distance (TD) and it has been measured in different ways, it needs to be further assessed using different distance learning contexts to understand the interaction of the constructs. The purpose of this study was to investigate the level of association among dialogue, structure, and learner autonomy components and TD and to examine the effects of these components on satisfaction and perceived learning of distance learners in Turkey. The results of this study indicated a negative significant correlation between dialogue and TD and a positive significant correlation between TD and course delivery, which is one of the sub-components of the structure. Results of the study indicated TD was negatively related with satisfaction and perceived learning as expected. The current study intended to contribute to the operational definition of TD and to contribute to the field of distance education by providing a unique experience from a national context.