Open And Distance Learners' Perceptiosn of Transactional Distance In Synchronous Online Learning Environments
Abstract: Transactional distance can influence students' motivation, participation, and engagement with learning. 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. Results indicated that there was a negative significant correlation between dialogue and transactional distance and a positive significant correlation between transactional distance and course delivery. 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.