This framework, focusing on learning events, includes three types of interaction: (a) learner–content interaction, (b) learner–instructor interaction, and (c) learner–learner interaction.

Moore’s three types of interaction

Transactional distance is a learner’s perception of psychological and communication gaps caused by a physical separation from instructor and other learners. It is a continuous and relative construct determined by amounts of dialogue and structure. For example, when there are higher amounts of dialogue and less structure, a distance learner is likely to perceive a smaller degree of transactional distance. 

Transactional Distance Theory (Moore, 1991)

(a) course structure, (b) emotional support, and (c) communication medium.

Three most critical factors associated with student perceptions of satisfaction, collaborative learning, and social presence

An affective learning outcome indicating the degree of: (a) learner reaction to values and quality of learning, and (b) motivation for learning.

Satisfaction 

-  how learners perceive psychological distance
-  what are the factors affecting learners’ perceptions of psychological distance
-  how learners’ perceptions of distance affect their learning
-  what are the effective strategies to minimize psychological distance

Grinnell College

University of Michigan - Ann Arbor

University of California, Davis

- “the ability of learners to project their personal characteristics into the community of inquiry, thereby presenting themselves as ‘real people’” (Garrison, Cleveland-Innes, & Vaughan, 2001). 
Social Presence is evident through three indicators: affect, open communication and group cohesion. 
- "the degree of salience of the other person in the interaction and the consequent salience of the interpersonal relationships.” (Williams, Short, Christie, 1976)
- “the degree to which a person is perceived as a ‘real person’ in
mediated communication" (Gunawardena, 1995)
- "definitions of social presence tend to lie on a continuum where a focus on interpersonal emotional connection between communicators is on one end and a focus on if someone is perceived as being ‘present’, ‘there’ or ‘real’ at the other end" (Lowenthal, 2011)

Social Presence 

So, H., & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51(1), 318-336.

Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment

linked to task motivation and persistence

Affect

Open communication

There are key factors that influence perceived social presence in online learning. Social presence influences online user behavior.


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