Transactional distance in World Wide Web learning environments

The principal aim of this study was to measure the impact of two categories of variable (individual and instructional) on learners' perceived transactional distance in a World Wide Web learning environment. The effects of four variables (learner's skill level with the Internet, previous experience in taking distance education courses, extent of interaction and types of learner support) on the transactional distance that learners perceive in a web-based course have been investigated. Seventy-one students enrolled in adult education or agriculture extension programmes in four national Taiwanese universities participated in this study. Previous experience with distance education and in-class learner support (either via face-to-face tutoring or through videoconferencing) did not have an impact on transactional distance. However, it was found that both the learner's skill level with the Internet and the extent of the interaction that occurred (between instructor and learners and among learners) did have a significantly negative effect on transactional distance. The implications of the research findings are discussed and suggestions for further research and practice are made.