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The Relationship BetweenThe Perception of Transactional Distance, Perceived Learning and Course Attendance

Yıl 2023, Cilt: 5 Sayı: 1, 75 - 91, 31.03.2023
https://doi.org/10.38151/akef.2023.45

Öz

In this study, the transactional distance (TD) perception of a total of 435 students, who took all their courses in the distance learning environment in the first year and continued some of their lessons in this way in the second year, was determined despite being a formal education student due to Covid-19. The transactional distance perceptions were examined according to demographic characteristics and the relationship between the student's transactional distance perceptions and perceived learning and course attendance were investigated. Survey model was used in the study. “Perceived Distance Scale in Blended Learning Environments”, “Perceived Learning Scale” and “students attendance chart” in the student information system of the school were used to collect data. It was seen that the students' perception of TD was not high, and the perception did not change according to gender. It was determined that the dialogue perceptions of the "Transportation and Traffic Services" students participating in the study were higher than the "Computer Programming" students. While a significant and positive relationship was observed between students' TD perceptions and their perceived learning scores, no relationship was found with their attendance to the course. In order to make students' perceptions of transactional distance even lower, a proposal was made to increase the awareness of the instructors in the sub-dimensions of Transactional Distance.

Kaynakça

  • Albayrak, E., Güngören, Ö. C., & Horzum, M. B. (2014). Adaptation of perceived learning scale to Turkish. Ondokuz Mayis University Journal of Education Faculty, 33(1), 1-14. Retrieved from https://dergipark.org.tr/en/pub/omuefd/issue/20251/214860
  • Alper, A. (2020). K-12 distance education in the pandemic process: a case study. Milli Eğitim, 49(1), 45–67. https://doi.org/ 10.37669/milliegitim.787735
  • Anderson, T. (2003). Getting the mix right again: an updated and theoretical rationale for interaction. International Review of Researchin Open and Distance Learning, 4(2), 1-14. https://doi.org/10.19173/irrodl.v4i2.149. Bahasoan, A. N., Ayuandiani, W., Mukhram, M., & Rahmat, A. (2020). Effectiveness of online learning in pandemic covid-19. International Journal of Science, Technology & Management, 1(2), 100–106. https://doi.org/10.46729/IJSTM.V1I2.30
  • Banna J, Grace Lin MF, Stewart M, et al. (2015) Interaction matters: strategies to promote engaged learning in an online introductory nutrition course. Journal of Online Learning and Teaching 11: 249–261. Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4948751/
  • Batista I. V. C. ve Cornachione E. B., Jr. (2005). Learning styles influences on satisfaction and perceived learning: Analysis of an online business game. Developments in Business Simulation and Experiential Learning. 32, 22-30.
  • Batita, M. S., & Chen, Y. J. (2022). Revisiting transactional distance theory in e-learning environment during covid-19: perspective from computer science students. International Journal of Information and Education Technology, 12(6), 548-554. doi: 10.18178/ijiet.2022.12.6.1652
  • Bayır, A, E. & Mahiroğlu, A. (2017). The effect of ındividual differences and communication tools on transactional distance in online learning. Ege Journal of Education, 18(1), 430-447. https://doi.org/10.12984/egeefd.310285
  • Bolliger, D. U., & Halupa, C. (2018). Online student perceptions of engagement, transactional distance, and outcomes. Distance Education, 39(3), 299-316. https://doi.org/10.1080/01587919.2018.1476845
  • Calderón-Garrido, D., Gustems-Carnicer, J., & Faure-Carvallo, A. (2021). Adaptations in Conservatories and Music Schools in Spain during the COVID-19 Pandemic. International Journal of Instruction, 14(4), 451-462. https://doi.org/10.29333/iji.2021.14427a
  • Chand, S. P., Devi, R., & Tagimaucia, V. (2022). Fijian students’ reactions to required fully online courses during Covid-19. International Journal of Instruction, 15(2), 847-860. https://doi.org/10.29333/iji.2022.15246a
  • Doo, M. Y., Bonk, C. J., Shin, C. H., & Woo, B. D. (2021). Structural relationships among self-regulation, transactional distance, and learning engagement in a large university class using flipped learning. Asia Pacific Journal of Education, 41(3), 609-625. https://doi.org/10.1080/02188791.2020.1832020.
  • Flowers, L. O., White, E. N. & Raynor Jr, J. E. (2012). Examining the transactional distance theory in a web-enhanced biology course. Journal of Studies in Education, 2(3), 144-154. doi:10.5296/jse.v2i3.1978.
  • Fredericksen, E., Swan, K., Pelz, W., Pickett, A., & Shea, P. (1999). Student satisfaction and perceived learning with online courses-principles and examples from the SUNY learning network. Retriwed from: http://hdl.handle.net/1802/2582
  • Garrison, D.R. & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: interaction is not enough. American Journal of Distance Education 19(3), 133 – 148. https://doi.org/10.1207/s15389286ajde1903_2.
  • Gavrilis, V., Mavroidis, I., & Giossos, Y. (2020). Transactional distance and student satisfaction in a postgraduate distance learning program. Turkish Online Journal of Distance Education, 21(3), 48-62. https://doi.org/10.17718/tojde.762023.
  • Gorsky, P., & Caspi, A. (2005). A critical analysis of transactional distance theory. Quarterly review of distance education, 6(1),1-11.
  • Horzum, M. B. (2007). The Effect of Transactional Distance on Student Achievement, Satisfaction and Self-Efficacy in Internet-Based Education. [Unpublished doctoral dissertation thesis]. Ankara University Institute of Educational Sciences.
  • Horzum, M. B. (2011). Developing transactional distance scale and examining transactional distance perception of blended learning students in terms of different variables. Educational Sciences: Theory & Practice, 11(3), 1571-1587.
  • Horzum, M. B. (2014). A longitudinal and cross-sectional research on the learning approaches and transactional distance in students of blended learning. Education and Science, 39(174),53-66. doi: 10.15390/EB.2014.1858
  • Horzum, M. B. (2015). Interaction, structure, social presence, and satisfaction in online learning. Eurasia Journal of Mathematics, Science & Technology Education, 11(3), 505–512.
  • Huang, X., Chandra, A., DePaolo, C. A., & Simmons, L. L. (2016). Understanding transactional distance in web‐based learning environments: An empirical study. British Journal of Educational Technology, 47(4), 734-747. https://doi.org/10.1111/bjet.12263
  • Kanuka, H., Collett, D. & Caswell, C. (2002). University ınstructor perceptions of the use of asynchronous text-based discussion in distance courses. The American Journal of Distance Education, 16(3), 151–167. https://doi.org/10.1207/S15389286AJDE1603_3.
  • Kara, M. (2021). Transactional distance and learner outcomes in an online EFL context. Open Learning: The Journal of Open, Distance and e-Learning, 36(1), 45-60. https://doi.org/10.1080/02680513.2020.1717454
  • Karakuş, İ. & Yanpar Yelken, T. (2020). Investigation of the relationship between social ıncidence and transactional distance of students university receiving distance education. Kastamonu Education Journal, 28 (1), 186-201. doi: 10.24106/kefdergi.3506.
  • Karaoglan Yilmaz, F. G., & Yilmaz, R. (2021). Learning analytics as a metacognitive tool to influence learner transactional distance and motivation in online learning environments. Innovations in Education and Teaching International, 58(5), 575-585. https://doi.org/10.1080/14703297.2020.1794928
  • Karasar, N. (2015). Scientific research method. Ankara: Nobel.Laverie, D. A. (2006). In-class active cooperative learning: A way to build knowledge and skills in marketing courses. Marketing Education Review, 16, 59–76. doi:10.1080/ 10528008.2006.11488960
  • Lenear, P. E. (2006). The effective of internet based mentoring program on the transactional distance and interaction between mentors and protégés. [Unpublished doctoral dissertation], University of Illinois, USA.
  • Mbwesa, J. K. (2014). Transactional distance as a predictor of perceived learner satisfaction in distance learning courses: A case study of Bachelor of Education Arts Program, University of Nairobi, Kenya. Journal of Education and Training Studies, 2(2), 176-188. doi:10.11114/jets.v2i2.291
  • Moore, M. (1997). Theory of transactional distance. In D., Keegan (Ed.).Theoretical Principles of Distance Education (pp. 22-38). Routledge.
  • Moore, M. G. (1972). Learner autonomy: the second dimension of ındependent learning. Convergence, 5(2), 76-88.
  • Moore, M. G. (1983). The individual adult learner. In M. Tight, (Ed.), Adult learning and education (pp. 153–168). London: Croom Helm.
  • Moore, M. G. (1991). Distance education theory. American Journal of Distance Education, 5 (3),1-6. https://doi.org/10.1080/08923649109526758.
  • Moore, M. G. & Kearsley, G. (2011). Distance Education: A Systems View of Online Learning.Wadsworth Cengage Learning.
  • Moore, M. G. (1993). Theory of transactional distance .In D. Keegan (Ed.), Theoretical principles of distance education (pp. 22–38). New York, NY: Routledge.
  • Mphahlele, R.S.S. and Makokotlela, M.V. (2021), "Reflecting on the Theory of Transactional Distance in Addressing Barriers to Student Engagement in Open Distance Learning", Hoffman, J. and Blessinger, P. (Ed.) International Perspectives in Online Instruction (Innovations in Higher Education Teaching and Learning, Vol. 40), Emerald Publishing Limited, Bingley, pp. 113-124. https://doi.org/10.1108/S2055-364120210000040008
  • Munir, S., Erlinda, R., & Afrinursalim, H. (2021). Students views on the use of whatsapp during covid-19 pandemic a study at Iain Batusangkar. Indonesian Journal of English Language Teaching and Applied Linguistics, 5(2), 323–334. http://dx.doi.org/10.21093 /ijeltal.v5i2.740
  • Paul, R. C., Swart, W., Zhang, A. M., & MacLeod, K. R. (2015). Revisiting Zhang’s scale of transactional distance: Refinement and validation using structural equation modeling. Distance Education, 36(3), 364-382. https://doi.org/10.1080/01587919.2015.1081741
  • Rabinovich, T. (2009). Transactional distance in a synchronous Web-extended classroom learning environment. [Unpublished doctoral dissertation], Boston University, Massachusetts, USA.
  • Roach, V. A., & Attardi, S. M. (2022). Twelve tips for applying Moore’s Theory of Transactional Distance to optimize online teaching. Medical Teacher, 44(8), 859-865. https://doi.org/10.1080/0142159X.2021.1913279
  • Rogers, C. R. (1969). Freedom to learn. Columbus, OH: Charles E. Merrill.
  • Rovai A. P., Wighting M. J., Baker J. D., & Grooms I. D. (2009). Development of an instrument to measure perceived cognitive, affective, and psychomotor learning in traditional and virtual higher education classroom settings. Internet and Higher Education, 121 (1), 7-13. https://doi.org/10.1016/j.iheduc.2008.10.002.
  • Rumble, G. (1986). The Planning and Management of Distance Education, Routledge.
  • Saba, F. (2001). Distance education theory, methodology, and epistemology: a pragmatic paradigm, M. G., Moore & W.G.,Anderson, (eds.) Handbook of Distance Education (pp3-21). Lawrence Erlbaum Assocıates.
  • Sebastianelli, R., Swift, C., & Tamimi, N. (2015). Factors affecting perceived learning, satisfaction, and quality in the online Mba: a structural equation modeling approach. The Journal of Education for Business, 90(6), 296–305. https://doi.org/10.1080/08832323.2015.1038979
  • Sevinc, B. (2009). Survey araştırması yöntemi. K. Böke (Ed.), In Sosyal bilimlerde araştırma yöntemleri (p. 243- 284). İstanbul: Alfa Publishing.
  • Shearer, R. L. (2009). Transactional distance and dialogue: an exploratory study to refine the theoretical construct of dialogue in online learning. [Unpublished doctoral dissertation thesis]. The Pennsylvania State University.
  • Swan, K., Shea, P., Fredericksen, E., Pickett, A., Pelz, W., & Maher, G. (2000). Building knowledge building communities: Consistency, contact and communication in the virtual classroom. Journal of Educational Computing Research, 23(4), 359-383. https://doi.org/10.2190/W4G6-HY52-57P1-PPNE
  • Üstün, A. B. (2021). Investigation of the relationship between transactional distance perception and metacognitive awareness of university students during the covid-19 pandemic. Journal of Information and Communication Technologies, 3(2), 175-195. https://doi.org/10.53694/bited.1003737.
  • Vasiloudis, G., Koutsouba, M., Giossos, Y., & Mavroidis, I. (2015). Transactional distance and autonomy in a distance learning environment. European Journal of Open, Distance and E-learning, 1, 114–122. Retrieved from http://www.eurodl.org/materials/contrib/2015/Vasiloudis_et_al.pdf
  • Vinuales, G., Magnotta, S. R., Steffes, E., & Kulkarni, G. (2019). Description and evaluation of an innovative segmentation, targeting, and positioning activity using student perceived learning and actual student learning. Marketing Education Review, doi:10.1080/10528008.2018.1493932
  • Weidlich, J., & Bastiaens, T. J. (2018). Technology Matters – The Impact of Transactional Distance on Satisfaction in Online Distance Learning. The International Review of Research in Open and Distributed Learning, 19(3). https://doi.org/10.19173/irrodl.v19i3.3417
  • Wheeler, S. (2007). The influence of communication technologies and approaches to study on transactional distance in blended learning. ALT-J: Research in Learning Technology, 15(2), 103-117. https://doi.org/10.1080/09687760701470924.
  • Yılmaz, R., & Keser, H. (2015). Transactional distance perception and ıts reflections on distance education practices. Ankara University, Journal of Faculty of Educational Sciences,48 (2), 37-59.
  • Zhang, A. (2003). Transactional distance in web-based college learning environments: Toward measurement and theory construction, [Unpublished doctoral dissertation], Virginia Commonwealth University, Richmond, USA.

The Relationship BetweenThe Perception of Transactional Distance, Perceived Learning and Course Attendance

Yıl 2023, Cilt: 5 Sayı: 1, 75 - 91, 31.03.2023
https://doi.org/10.38151/akef.2023.45

Öz

In this study, the transactional distance (TD) perception of a total of 435 students, who took all their courses in the distance learning environment in the first year and continued some of their lessons in this way in the second year, was determined despite being a formal education student due to Covid-19. The transactional distance perceptions were examined according to demographic characteristics and the relationship between the student's transactional distance perceptions and perceived learning and course attendance were investigated. Survey model was used in the study. “Perceived Distance Scale in Blended Learning Environments”, “Perceived Learning Scale” and “students attendance chart” in the student information system of the school were used to collect data. It was seen that the students' perception of TD was not high, and the perception did not change according to gender. It was determined that the dialogue perceptions of the "Transportation and Traffic Services" students participating in the study were higher than the "Computer Programming" students. While a significant and positive relationship was observed between students' TD perceptions and their perceived learning scores, no relationship was found with their attendance to the course. In order to make students' perceptions of transactional distance even lower, a proposal was made to increase the awareness of the instructors in the sub-dimensions of Transactional Distance.

Kaynakça

  • Albayrak, E., Güngören, Ö. C., & Horzum, M. B. (2014). Adaptation of perceived learning scale to Turkish. Ondokuz Mayis University Journal of Education Faculty, 33(1), 1-14. Retrieved from https://dergipark.org.tr/en/pub/omuefd/issue/20251/214860
  • Alper, A. (2020). K-12 distance education in the pandemic process: a case study. Milli Eğitim, 49(1), 45–67. https://doi.org/ 10.37669/milliegitim.787735
  • Anderson, T. (2003). Getting the mix right again: an updated and theoretical rationale for interaction. International Review of Researchin Open and Distance Learning, 4(2), 1-14. https://doi.org/10.19173/irrodl.v4i2.149. Bahasoan, A. N., Ayuandiani, W., Mukhram, M., & Rahmat, A. (2020). Effectiveness of online learning in pandemic covid-19. International Journal of Science, Technology & Management, 1(2), 100–106. https://doi.org/10.46729/IJSTM.V1I2.30
  • Banna J, Grace Lin MF, Stewart M, et al. (2015) Interaction matters: strategies to promote engaged learning in an online introductory nutrition course. Journal of Online Learning and Teaching 11: 249–261. Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4948751/
  • Batista I. V. C. ve Cornachione E. B., Jr. (2005). Learning styles influences on satisfaction and perceived learning: Analysis of an online business game. Developments in Business Simulation and Experiential Learning. 32, 22-30.
  • Batita, M. S., & Chen, Y. J. (2022). Revisiting transactional distance theory in e-learning environment during covid-19: perspective from computer science students. International Journal of Information and Education Technology, 12(6), 548-554. doi: 10.18178/ijiet.2022.12.6.1652
  • Bayır, A, E. & Mahiroğlu, A. (2017). The effect of ındividual differences and communication tools on transactional distance in online learning. Ege Journal of Education, 18(1), 430-447. https://doi.org/10.12984/egeefd.310285
  • Bolliger, D. U., & Halupa, C. (2018). Online student perceptions of engagement, transactional distance, and outcomes. Distance Education, 39(3), 299-316. https://doi.org/10.1080/01587919.2018.1476845
  • Calderón-Garrido, D., Gustems-Carnicer, J., & Faure-Carvallo, A. (2021). Adaptations in Conservatories and Music Schools in Spain during the COVID-19 Pandemic. International Journal of Instruction, 14(4), 451-462. https://doi.org/10.29333/iji.2021.14427a
  • Chand, S. P., Devi, R., & Tagimaucia, V. (2022). Fijian students’ reactions to required fully online courses during Covid-19. International Journal of Instruction, 15(2), 847-860. https://doi.org/10.29333/iji.2022.15246a
  • Doo, M. Y., Bonk, C. J., Shin, C. H., & Woo, B. D. (2021). Structural relationships among self-regulation, transactional distance, and learning engagement in a large university class using flipped learning. Asia Pacific Journal of Education, 41(3), 609-625. https://doi.org/10.1080/02188791.2020.1832020.
  • Flowers, L. O., White, E. N. & Raynor Jr, J. E. (2012). Examining the transactional distance theory in a web-enhanced biology course. Journal of Studies in Education, 2(3), 144-154. doi:10.5296/jse.v2i3.1978.
  • Fredericksen, E., Swan, K., Pelz, W., Pickett, A., & Shea, P. (1999). Student satisfaction and perceived learning with online courses-principles and examples from the SUNY learning network. Retriwed from: http://hdl.handle.net/1802/2582
  • Garrison, D.R. & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: interaction is not enough. American Journal of Distance Education 19(3), 133 – 148. https://doi.org/10.1207/s15389286ajde1903_2.
  • Gavrilis, V., Mavroidis, I., & Giossos, Y. (2020). Transactional distance and student satisfaction in a postgraduate distance learning program. Turkish Online Journal of Distance Education, 21(3), 48-62. https://doi.org/10.17718/tojde.762023.
  • Gorsky, P., & Caspi, A. (2005). A critical analysis of transactional distance theory. Quarterly review of distance education, 6(1),1-11.
  • Horzum, M. B. (2007). The Effect of Transactional Distance on Student Achievement, Satisfaction and Self-Efficacy in Internet-Based Education. [Unpublished doctoral dissertation thesis]. Ankara University Institute of Educational Sciences.
  • Horzum, M. B. (2011). Developing transactional distance scale and examining transactional distance perception of blended learning students in terms of different variables. Educational Sciences: Theory & Practice, 11(3), 1571-1587.
  • Horzum, M. B. (2014). A longitudinal and cross-sectional research on the learning approaches and transactional distance in students of blended learning. Education and Science, 39(174),53-66. doi: 10.15390/EB.2014.1858
  • Horzum, M. B. (2015). Interaction, structure, social presence, and satisfaction in online learning. Eurasia Journal of Mathematics, Science & Technology Education, 11(3), 505–512.
  • Huang, X., Chandra, A., DePaolo, C. A., & Simmons, L. L. (2016). Understanding transactional distance in web‐based learning environments: An empirical study. British Journal of Educational Technology, 47(4), 734-747. https://doi.org/10.1111/bjet.12263
  • Kanuka, H., Collett, D. & Caswell, C. (2002). University ınstructor perceptions of the use of asynchronous text-based discussion in distance courses. The American Journal of Distance Education, 16(3), 151–167. https://doi.org/10.1207/S15389286AJDE1603_3.
  • Kara, M. (2021). Transactional distance and learner outcomes in an online EFL context. Open Learning: The Journal of Open, Distance and e-Learning, 36(1), 45-60. https://doi.org/10.1080/02680513.2020.1717454
  • Karakuş, İ. & Yanpar Yelken, T. (2020). Investigation of the relationship between social ıncidence and transactional distance of students university receiving distance education. Kastamonu Education Journal, 28 (1), 186-201. doi: 10.24106/kefdergi.3506.
  • Karaoglan Yilmaz, F. G., & Yilmaz, R. (2021). Learning analytics as a metacognitive tool to influence learner transactional distance and motivation in online learning environments. Innovations in Education and Teaching International, 58(5), 575-585. https://doi.org/10.1080/14703297.2020.1794928
  • Karasar, N. (2015). Scientific research method. Ankara: Nobel.Laverie, D. A. (2006). In-class active cooperative learning: A way to build knowledge and skills in marketing courses. Marketing Education Review, 16, 59–76. doi:10.1080/ 10528008.2006.11488960
  • Lenear, P. E. (2006). The effective of internet based mentoring program on the transactional distance and interaction between mentors and protégés. [Unpublished doctoral dissertation], University of Illinois, USA.
  • Mbwesa, J. K. (2014). Transactional distance as a predictor of perceived learner satisfaction in distance learning courses: A case study of Bachelor of Education Arts Program, University of Nairobi, Kenya. Journal of Education and Training Studies, 2(2), 176-188. doi:10.11114/jets.v2i2.291
  • Moore, M. (1997). Theory of transactional distance. In D., Keegan (Ed.).Theoretical Principles of Distance Education (pp. 22-38). Routledge.
  • Moore, M. G. (1972). Learner autonomy: the second dimension of ındependent learning. Convergence, 5(2), 76-88.
  • Moore, M. G. (1983). The individual adult learner. In M. Tight, (Ed.), Adult learning and education (pp. 153–168). London: Croom Helm.
  • Moore, M. G. (1991). Distance education theory. American Journal of Distance Education, 5 (3),1-6. https://doi.org/10.1080/08923649109526758.
  • Moore, M. G. & Kearsley, G. (2011). Distance Education: A Systems View of Online Learning.Wadsworth Cengage Learning.
  • Moore, M. G. (1993). Theory of transactional distance .In D. Keegan (Ed.), Theoretical principles of distance education (pp. 22–38). New York, NY: Routledge.
  • Mphahlele, R.S.S. and Makokotlela, M.V. (2021), "Reflecting on the Theory of Transactional Distance in Addressing Barriers to Student Engagement in Open Distance Learning", Hoffman, J. and Blessinger, P. (Ed.) International Perspectives in Online Instruction (Innovations in Higher Education Teaching and Learning, Vol. 40), Emerald Publishing Limited, Bingley, pp. 113-124. https://doi.org/10.1108/S2055-364120210000040008
  • Munir, S., Erlinda, R., & Afrinursalim, H. (2021). Students views on the use of whatsapp during covid-19 pandemic a study at Iain Batusangkar. Indonesian Journal of English Language Teaching and Applied Linguistics, 5(2), 323–334. http://dx.doi.org/10.21093 /ijeltal.v5i2.740
  • Paul, R. C., Swart, W., Zhang, A. M., & MacLeod, K. R. (2015). Revisiting Zhang’s scale of transactional distance: Refinement and validation using structural equation modeling. Distance Education, 36(3), 364-382. https://doi.org/10.1080/01587919.2015.1081741
  • Rabinovich, T. (2009). Transactional distance in a synchronous Web-extended classroom learning environment. [Unpublished doctoral dissertation], Boston University, Massachusetts, USA.
  • Roach, V. A., & Attardi, S. M. (2022). Twelve tips for applying Moore’s Theory of Transactional Distance to optimize online teaching. Medical Teacher, 44(8), 859-865. https://doi.org/10.1080/0142159X.2021.1913279
  • Rogers, C. R. (1969). Freedom to learn. Columbus, OH: Charles E. Merrill.
  • Rovai A. P., Wighting M. J., Baker J. D., & Grooms I. D. (2009). Development of an instrument to measure perceived cognitive, affective, and psychomotor learning in traditional and virtual higher education classroom settings. Internet and Higher Education, 121 (1), 7-13. https://doi.org/10.1016/j.iheduc.2008.10.002.
  • Rumble, G. (1986). The Planning and Management of Distance Education, Routledge.
  • Saba, F. (2001). Distance education theory, methodology, and epistemology: a pragmatic paradigm, M. G., Moore & W.G.,Anderson, (eds.) Handbook of Distance Education (pp3-21). Lawrence Erlbaum Assocıates.
  • Sebastianelli, R., Swift, C., & Tamimi, N. (2015). Factors affecting perceived learning, satisfaction, and quality in the online Mba: a structural equation modeling approach. The Journal of Education for Business, 90(6), 296–305. https://doi.org/10.1080/08832323.2015.1038979
  • Sevinc, B. (2009). Survey araştırması yöntemi. K. Böke (Ed.), In Sosyal bilimlerde araştırma yöntemleri (p. 243- 284). İstanbul: Alfa Publishing.
  • Shearer, R. L. (2009). Transactional distance and dialogue: an exploratory study to refine the theoretical construct of dialogue in online learning. [Unpublished doctoral dissertation thesis]. The Pennsylvania State University.
  • Swan, K., Shea, P., Fredericksen, E., Pickett, A., Pelz, W., & Maher, G. (2000). Building knowledge building communities: Consistency, contact and communication in the virtual classroom. Journal of Educational Computing Research, 23(4), 359-383. https://doi.org/10.2190/W4G6-HY52-57P1-PPNE
  • Üstün, A. B. (2021). Investigation of the relationship between transactional distance perception and metacognitive awareness of university students during the covid-19 pandemic. Journal of Information and Communication Technologies, 3(2), 175-195. https://doi.org/10.53694/bited.1003737.
  • Vasiloudis, G., Koutsouba, M., Giossos, Y., & Mavroidis, I. (2015). Transactional distance and autonomy in a distance learning environment. European Journal of Open, Distance and E-learning, 1, 114–122. Retrieved from http://www.eurodl.org/materials/contrib/2015/Vasiloudis_et_al.pdf
  • Vinuales, G., Magnotta, S. R., Steffes, E., & Kulkarni, G. (2019). Description and evaluation of an innovative segmentation, targeting, and positioning activity using student perceived learning and actual student learning. Marketing Education Review, doi:10.1080/10528008.2018.1493932
  • Weidlich, J., & Bastiaens, T. J. (2018). Technology Matters – The Impact of Transactional Distance on Satisfaction in Online Distance Learning. The International Review of Research in Open and Distributed Learning, 19(3). https://doi.org/10.19173/irrodl.v19i3.3417
  • Wheeler, S. (2007). The influence of communication technologies and approaches to study on transactional distance in blended learning. ALT-J: Research in Learning Technology, 15(2), 103-117. https://doi.org/10.1080/09687760701470924.
  • Yılmaz, R., & Keser, H. (2015). Transactional distance perception and ıts reflections on distance education practices. Ankara University, Journal of Faculty of Educational Sciences,48 (2), 37-59.
  • Zhang, A. (2003). Transactional distance in web-based college learning environments: Toward measurement and theory construction, [Unpublished doctoral dissertation], Virginia Commonwealth University, Richmond, USA.
Toplam 54 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Betül Özaydın Özkara Bu kişi benim 0000-0002-2011-1352

Erken Görünüm Tarihi 21 Mart 2023
Yayımlanma Tarihi 31 Mart 2023
Kabul Tarihi 20 Ekim 2022
Yayımlandığı Sayı Yıl 2023 Cilt: 5 Sayı: 1

Kaynak Göster

APA Özaydın Özkara, B. (2023). The Relationship BetweenThe Perception of Transactional Distance, Perceived Learning and Course Attendance. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 5(1), 75-91. https://doi.org/10.38151/akef.2023.45

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