Abstract
The aim of this study is to investigate structural relationships between community of inquiry, transactional distance perception, and motivation. The research was conducted with 109 students using flipped classroom environment utilized within the scope of a course. The data of the study were obtained from the answers given in community of inquiry (CoI) scale, transactional distance (TD) scale, and motivation scale. To test the hypotheses of the study, structured equality modeling was applied. Path analysis results show that TD affects CoI positively, and motivation does not affect CoI.
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