The determination of open and distance learners' transactional distance perceptions in synchronous online learning environments

The concept of transaction was derived from Dewey and applied to the distance learning settings by Moore. According to Moore, transactional distance is a psychological or communicative space, which can cause misunderstandings between the learner and the instructor. Transactional distance can influence students' motivation, participation, and engagement with learning. Based on a systematic analysis of hundreds of distance education courses and programs, Moore theorized that dialogue, structure, and learner autonomy are three key interrelated variables that determine transactional distance and affect student learning. The interaction between these three variables determines the dimensions of transactional distance. Although there have been many studies focused on different points of transactional distance, there is no clear operational definition for this concept. The purpose of this study was to investigate the level of correlation between "dialogue", "structure" and "learner autonomy" components and transactional distance and to examine the effects of these components on satisfaction and perceived learning of distance learners taking synchronous online e-seminars at Anadolu University Open Education System. The population of the study consisted of 434 open and distance learners attending synchronous online e-seminars at the second semester of 2014-2015 academic year. In this research confirmatory factor analysis was implemented on 37-item questionnaire to test the relationship between latent and observed variables and structural equation model of transactional distance theory components was created. The results of this study indicated that there was a negative significant correlation between dialogue and transactional distance and a positive significant correlation between transactional distance and course delivery, which is one of the sub-components of the structure. There was no significant correlation between course organization, one of the sub-factors of structure, and transactional distance. It was also found that there was no significant correlation between transactional distance and learner autonomy. The results of study intended to contribute to the operational definition of transactional distance and to contribute to the field of distance education by putting out a scale in Turkish, which measures open and distance learners' perception of transactional distance. In addition, it is believed that the results of this study provide support to the decision-making process and educational policy of other institutions offering open and distance learning opportunities.