Open and distance learners erceptions of transactional distance

The aim of this research is to examine the perceived distance levels of open and distance learners and the relationships among dialogue, structure and autonomy, which are the main components of transactional distance theory. The study was carried out with the cross-sectional predictive based correlational survey model. Within the context of the research, 1200 volunteer online learners answered the Perceived Distance Scale and Transactional Distance Scale shared through the learning management system in the spring semester of 2018-2019 academic year. Predictive correlational design was used to test the transactional distance theory and to examine the existence and predictive roles of relationships among the main variables in the model. Structural equation modeling was used to define the predictive patterns and evaluate the theoretical structure. The three-factor structure of the perceived distance scale was confirmed by the research findings and its construct validity was ensured. In addition, it can be said that the dimensions of the perceived distance scale and the transactional distance dimension are highly reliable. The findings showed that learners' perceived dialogue situations, structure flexibility and content organization are important indicators for transactional distance and proximity in online distance education. The hypothesis that the increase in the interaction between the learner-learner and the learner-teacher in online distance education decreases the student's perceived transactional distance with both the other students, the teachers and the institution has been confirmed. Although it has been observed that the learner autonomy and control dimension do not have a significant effect on transactional distance/closeness, the negative aspect of the relationship supports the hypothesized model. Finally, suggestions for future research were discussed in the context of research and practice in the field.