Learning Management System Satisfaction and Transactional Distance: Insights from Open and Distance Learners
Abstract
It is essential to examine learners' perceptions of interaction and their satisfaction levels with the learning management system (LMS), as the literature on the relationship between interaction and learner satisfaction is inconsistent. Additionally, many institutions offer open and distance education. Thus, this study aims to assess the satisfaction levels of open and distance learners towards the LMS, their perceptions of transactional distance and the relationship between them. Thus, correlational research was used in this study. 1059 learners participated in the study through convenience sampling method. However, as a result of normality analyses performed on the dataset, outliers were removed, and a total of 1003 learner data were included in the analysis. The survey included three sections: Demographic Information Form, the Anadolum eCampus System Satisfaction Questionnaire, and the Transactional Distance Scale. The results revealed that the most preferred and most satisfied e-learning material was read-explore-learn materials, while listen-learn materials were the least preferred and least satisfying e-learning materials. Students reported high satisfaction levels with the LMS while their perception of transactional distance was moderate. Overall satisfaction was strongly predicted by the Learner–Content, Learner–Interface, Learner–Learning Environment and Learner-Teacher, whereas peer-to-peer interaction did not demonstrate a significant contribution.
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DOI: https://doi.org/10.51383/ijonmes.2025.429
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