Abstract
Lifelong learning has emerged as a global priority in the Malaysia Education Blueprint 2015 - 2025 for addressing many challenges of sustainable development. Meanwhile, in an online setting, learners have fewer possibilities to interact with higher education institutions. There have been several studies related to interaction, flow, and student satisfaction. Nevertheless, it is relevant to western countries and traditional students. This study intended to assess how different kinds of interaction (between learners, course materials, instructors, and other learners) influenced student satisfaction among Malaysian distance learners. Moore’s Transactional Distance Theory (1989), which explains how people interact, is a key part of the research framework for this study. The current research involved 270 respondents that conform to the inclusion criteria, and SPSS was used to analyze the hypotheses. Organization and instructor may use the results in embracing a user-friendly educational experience with versatile virtual professional assistance, which is crucial for rigorous online courses. For that reason, this study will provide an overview and opportunities to communicate, cooperate, and gain input for social reinforcement.
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