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

Abstract

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.