Investigating the relationship between social presence and transactional distance in online distance learning environments through structural equation modeling analysis

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dc.authorid0000-0001-6419-9088
dc.authorid0000-0001-9174-4299
dc.authorid0000-0001-9564-0761
dc.authorid0000-0002-4520-642X
dc.authorid0000-0001-5083-7982
dc.authorid0000-0001-6218-232X
dc.contributor.authorYavuz, Mehmet
dc.contributor.authorKayali, Bunyami
dc.contributor.authorUstun, Aysin Gaye
dc.contributor.authorUcar, Hasan
dc.contributor.authorErdogdu, Erdem
dc.contributor.authorBozkurt, Aras
dc.date.accessioned2026-02-28T12:17:56Z
dc.date.available2026-02-28T12:17:56Z
dc.date.issued2025
dc.departmentBayburt Üniversitesi
dc.description.abstractWhile digitalization has increased flexibility in online distance learning, it has also brought challenges such as emotional strain, interactional issues, and social isolation. In this context, students' sense of social presence is vital for sustaining their well-being and ensuring high-quality interaction. Grounded in Transactional Distance Theory (TDT) and the Community of Inquiry (CoI) framework, this study modeled the relationships between social presence (SP) and interaction types within the using Structural Equation Modeling (SEM). The Social Presence and Transactional Distance Scales were used as data collection instruments. The sample comprised 574 online distance learners, with data collected via an online questionnaire. The results of the SEM analysis showed that SP was a significant positive predictor of all interaction types. Findings show that SP most strongly influences student - student and student - learning environment interactions, while also significantly enhancing student - instructor, student - content, and student - interface interactions. These results indicate that online learning environments should support not only content delivery but also meaningful social interaction. The study highlights the value of SP-oriented design in open, online and distance education systems and offers strategic recommendations for instructors, content developers, and digital learning administrators. Future research should compare synchronous and asynchronous learning structures.
dc.identifier.doi10.1080/10494820.2025.2589408
dc.identifier.issn1049-4820
dc.identifier.issn1744-5191
dc.identifier.scopus2-s2.0-105022286720
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1080/10494820.2025.2589408
dc.identifier.urihttps://hdl.handle.net/20.500.12403/6034
dc.identifier.wosWOS:001617587600001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofInteractive Learning Environments
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20260218
dc.subjectOpen and distance learning
dc.subjectonline education
dc.subjectsocial presence
dc.subjecttransactional distance
dc.subjectcommunity of inquiry
dc.titleInvestigating the relationship between social presence and transactional distance in online distance learning environments through structural equation modeling analysis
dc.typeArticle

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