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

New York University

University of Michigan - Ann Arbor

University of California, Davis

-  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

Psychological Aspects of Distance

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

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)

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.

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