Transactional Distance in World Wide Web Learning Environments

Interaction, Structure, Social Presence, and Satisfaction in Online Learning

“…The results of this study is consistent with one of the TD theory"s assumption which is course structure negatively correlated with the students" interaction, teacher and other students (Moore, 1991;1993;Moore & Kearsley, 2012;Sandoe, 2005). Similarly, this result is consistent with former studies results such as; Chen, 2001;Demir Kaymak & Horzum, 2013, Jung, Seonghee, Lim & Leem, 2002Hopper, 2000;Horzum, 2007Horzum, , 2011. The findings also showed that the course structure and interaction has a negative correlation.…”

“…; Content, learning outcomes and activities, constitutes the structure). There is negative correlation between course structure and dialogue therefore; increased course structure decreases the dialogue; vice versa increase in the dialogue decrease the structure in distance education (Chen, 2001).…”

Transactional Distance Dialogic Interactions and Student Satisfaction in a Multi-Institutional Blended Learning Environment

“…For example, it is not known if transactional distance for the online components of the program were perceived because of the content of the assigned discussions, the design of the discussions, the LMS used, the online skills of teachers, or if several of the factors combined to produce the resulting dissatisfaction. Some of the comments in the openended question of the survey did mention problems with navigating the LMS, and so the problems reported with Moodle in this study may align with Chen's (2001a;2001b) conceptualization of a learner-interface transactional distance, which was classified in this study within the learner-content dimension. This survey revealed that respondents experienced frustrations with Moodle and preferred other technology for communication, but it only revealed limited information as to why this was the case.…”

“…Considering that Strachota (2003) found that learner-technology interaction framed as computer self-efficacy was negligible, learner-technology interaction was not explored in this study. Although technological considerations could be considered under Chen's (2001a;2001b) conceptualization of learner-interface interaction, for the purposes of this study, technological navigation and access of course content was considered under the realm of learner-content interaction. 2012) report on the relevance of meaningful patterns arising from collective learner subjectivity, resulting in the "primacy of the learner in understanding transactional distance" (p.1124).…”

“…By contrast, Strachota's (2003) framing of learner-technology interaction is fundamentally different in that it delineates an individual learner's computer self-efficacy. These considerations could, however, also be classified under Chen's (2001a;2001b) concept of learner-interface interaction…”