Investigating the relationship between open and distance learners' satisfaction with learning management system and their perceptions of transactional distance

The purpose of this study is to examine open and distance learners' experiences with e-learning materials offered through the Learning Management System (LMS), their satisfaction levels with the system, and their perceptions of transactional distance. The study was designed using a correlational research model, one of the quantitative research designs. The sample consisted of 1,059 voluntary learners enrolled in the Anadolu University Open Education System during the Fall semester of the 2024–2025 academic year. However, as a result of data cleaning and normality analyses performed on the data set, duplicate responses and outliers were removed, and a total of 1003 learner data were analyzed. Data were collected online through the Personal Information Form, the Anadolum eCampus Satisfaction Survey, and the Transactional Distance Scale. In the analysis process, in addition to descriptive statistics, independent sample t-test, one-way analysis of variance (ANOVA), Pearson correlation analysis and multiple linear regression analysis were employed. The research findings revealed that learners were generally highly satisfied with the system. The most preferred and most satisfying e-learning material was identified as the "Read-Explore-Learn" category. The data showed that system satisfaction was shaped primarily through support for courses, exam preparation, and contribution to success, with relatively higher satisfaction levels reported in these areas. It was found that age and weekly usage duration significantly influenced satisfaction levels; in particular, older users reported higher satisfaction. Satisfaction levels also varied according to the duration of weekly system use. Transactional distance perception was found to be moderate overall. The highest level of interaction was in learner–interface interaction, while the lowest was in learner–learner interaction. According to the analyses conducted by age, significant differences were observed only in learner–interface and learner–content interactions. Similarly, as weekly system usage increased, learner–interface, learner–content, and learner–environment interactions significantly increased. In contrast, no significant differences were found in learner–instructor and learner–learner interaction dimensions in terms of either age or system usage duration. These findings suggest that interaction based on technical and content access is directly related to both age and usage duration. The study also revealed statistically significant relationships between satisfaction and the interaction dimensions of learner–content, learner–interface, learner–environment, learner–instructor, and learner–learner. Multiple regression analysis results indicated that all interaction dimensions except for learner–learner interaction significantly predicted satisfaction. The model's total explanatory power was 49%, highlighting the critical role of both technical and pedagogical interaction components in determining learner satisfaction. In light of these findings, it is recommended that open and distance learning systems not only support individual, technical, and pedagogical interactions but also strengthen the dimension of social interaction. Thus, satisfaction levels may be increased and perceptions of transactional distance further reduced.