Investigation of transactional distance and self-regulation in three types of interaction in online learning environments

The aim of this research is to examine the relationship between the perceptions of transactional distance and self-regulation skills in three interaction types of students taking courses in online learning environments. Relational screening model was used. The study group consists of 374 students (241 Female, 133 Male) from 49 universities in Turkey that offer distance education courses. Transactional Distance Scale and Online Self-Regulation Scale for Three Interaction Types were used. The Transactional Distance Scale consists of 38 items and 5 dimensions: dialogue, structure flexibility, content organization, control and autonomy. The Three Types of Interaction Online Self-Regulation Scale consists of 30 items and 3 dimensions: Student-Content, Student-Teacher and Student-Student. Independent sample t-test, one-factor analysis of variance, two-factor analysis of variance, Pearson correlation and multiple regression analyzes were used. When the results are examined, it is seen that the students' perception of transactional distance and self-regulation skills in three interaction types are above the average. It was observed that there was no significant difference between students' perceptions of transactional distance and self-regulation skills in three interaction types in terms of gender. There is no difference in transactional distance perceptions in terms of whether they have their own computer or not, but a significant difference was observed in the Control sub-factor in favor of students who have their own computer. It has been observed that there is a significant difference in favor of students who have their own computer in terms of self-regulation skills, both in general and on the basis of sub-factors. Transactional distance perceptions of students and self-regulation skills in three interaction types were also examined in terms of age, and it was found that a significant difference was observed. This difference is observed in favor of the 30-35 age range. Transactional distance and self-regulation skills in the three interaction types did not reveal a significant difference in terms of internet use frequency. However, it was analyzed whether the perceptions of transactional distance and self-regulation skills in the three interaction types differ in terms of age and frequency of internet use, and it was observed that there was no statistical difference. As a result of the research, it was determined that there was a high level of positive and significant relationship between students' perception of transactional distance and self-regulation skills in three interaction types. Self-regulation skills of students in three interaction types predict transactional distance and control sub-factor from sub-factors. Within the framework of these results, the results of the research were discussed in detail within the scope of the literature and suggestions were made for future research. Keywords : Distance Learning, Emergency Remote Teaching, Self Regulation In Three Types of Interaction, Transactional Distance