A scanning study on transactional distance studies in Turkey

The aim of this study is to systematically analyze postgraduate theses and scientific articles conducted in Türkiye within the framework of the theory of transactional distance and to reveal the structural trends in this field. A total of 20 postgraduate theses and 41 scientific articles focusing on transactional distance were examined. The theses were retrieved from the National Thesis Center of the Council of Higher Education, while the articles were selected through searches conducted in scientific databases such as Web of Science, Scopus, Google Scholar, ERIC, Dergipark, and ULAKBİM. The studies were analyzed in terms of publication type and year, language of writing, institution, title of advisor/author, research method, data collection tools and techniques, data analysis methods, keywords, sample level and type, number of article authors, research themes, variables influencing or influenced by transactional distance, variables examined in relation to transactional distance, suggestions for reducing transactional distance, and research outcomes. The obtained data were presented through tables and graphs using frequency and percentage distributions, and the findings were interpreted using descriptive analysis. According to the findings from the theses, most of the studies were concentrated between the years 2019 and 2023. The majority of these theses employed quantitative research methods and predominantly utilized scales as data collection tools. The sample groups largely consisted of university students, with most sample sizes ranging between 301 and 1000 participants. Transactional distance was primarily examined in relation to demographic variables, structure, dialogue, and learner autonomy, and their effects on outcomes such as academic success, satisfaction, and motivation were evaluated. The theses suggested interaction-oriented instructional design, flexible course structures, effective communication, and self-regulated learning approaches as strategies for reducing transactional distance. Findings from the articles indicated that most were published in the last five years and predominantly written in English. Authors were mostly affiliated with Bartın and Sakarya Universities. In terms of research methodology, qualitative methods were more frequently preferred in the articles. In addition to parametric analyses, qualitative techniques such as content analysis and descriptive analysis were commonly used. University students made up the majority of the study samples. Among the factors influenced by transactional distance were student motivation, social interaction, cognitive awareness, and learning outcomes. Recommendations included the pedagogical use of technological tools, the creation of socially rich learning environments, and instructional designs sensitive to individual differences. In this respect, the study provides a comprehensive overview of research conducted in Türkiye on the theory of transactional distance and offers suggestions for future research in the field.