Transactional Distance Theory Research Articles

Experiences of Part-time Primary School Teachers Studying in One University in Lesotho

This study explored the experiences of part-time students at a university in Lesotho, aiming to comprehensively examine both the challenges and opportunities that come with this mode of study. Moore’s Theory of Transactional Distance was used as the theoretical framework as it is relevant in understanding the dynamics between educational structure, dialogic interactions, and the psychological and communication gap in distance learning environments. Additionally, semi-structured interviews were conducted with twelve participants, evenly distributed across the first-year to third-year level, with four students representing each academic year of study. The researchers employed the Google Meet video conferencing platform to collect data from the participants. All interviews were recorded, and subsequently, the collected data were transcribed and subjected to thematic analysis. The findings revealed that the challenges outweigh the opportunities presented by part-time study. Although some coordinators and lecturers provided psychosocial support, students reported challenges such as feeling isolated and discriminated against, lack of time management, financial constraints, and infrastructural limitations, among others. The study recommends that financial aid programs, grants, and scholarships should be designed specifically for part-time students to make higher education more accessible to them. Additionally, flexible payment options should be made available to accommodate various financial circumstances, easing the anxiety that financial constraints impose. Lastly, institutions should take proactive measures to create a more inclusive and respectful campus environment.

Transactional distance in a flexible learning environment: Scale development and validation in the Philippine context

The aim of this paper is to develop a reliable and valid transactional distance scale in a flexible learning environment from the perspectives of students of a higher education institution in the Philippines. To achieve this goal, the researcher assessed the construct validity and reliability of the scale by using the exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Additionally, Cronbach alpha was used to test the internal consistency of the items. The model revealed three-factor structure anchored on Moore’s Transactional Distance theory namely structure, learner autonomy and dialogue. The model validates the previously extracted factors along with the items. The findings of this study revealed that the implementation of flexible learning in the Philippine context is a multidimensional construct and serves as a critical success factors. The proposed transactional distance scale in a flexible learning environment may serve to facilitate the implementation of flexible learning in higher education institutions thereby implementing flexible learning effectively and efficiently. Little literature and studies exist on the implementation of flexible learning anchored on transactional distance theory. Thus, this attempts to bridge this gap in the existing literature and studies. This three-factor model of flexible learning in a higher education institution anchored on Transactional Distance Theory would be a useful tool to assess the perception of students towards the implementation of flexible learning in a new normal environment.

Dental Students' Satisfaction With Web-Based Learning During the Initial Phase of the COVID-19 Pandemic: Mixed Methods Study.

The COVID-19 pandemic has precipitated an accelerated shift in education, moving from traditional learning to web-based learning. This transition introduced a notable transactional distance (TD) between the instructors and learners. Although disease control and staff and students' safety are the top priorities during a pandemic, the successful delivery of education is equally crucial. However, the ramifications of this swift transition are particularly critical in the context of dental education. Dental education is inherently practice oriented, necessitating hands-on training and manual skills development, which poses unique challenges to distance learning approaches. This study aims to examine dental students' web-based learning satisfaction and experience of TD, investigate the predictors of web-based learning satisfaction, and explore the perceptions of students about the advantages and disadvantages of web-based learning. This study explored the factors associated with web-based learning satisfaction using TD theory during the transition to web-based education. Psychological factors that could influence satisfaction were adapted from the health belief model. We conducted a cross-sectional web-based survey of 345 dental students from 2 institutions in South Korea who were enrolled in the spring semester of 2020. Data were collected between July 8 and September 14, 2020. Qualitative analysis was used to examine responses to open-ended questions concerning perceptions of web-based learning. A multivariate hierarchical linear regression model was used to analyze the effects of student characteristics, TD, and psychological factors (ie, perceived risk of infection and efficacy belief of web-based learning) on web-based learning satisfaction. The average score for web-based learning satisfaction was 3.62 (SD 0.84), just above the midpoint of the possible range (1-5). Self-regulated learning (β=0.08; P=.046), learner-instructor interaction (β=0.08; P=.03), and learner-content interaction (β=0.64; P<.001) were associated with higher levels of satisfaction. Moreover, a significant association was revealed between high efficacy beliefs in web-based learning (β=0.20; P<.001) and satisfaction. Although the learning structure (synchronous vs asynchronous) did not exhibit a significant association with satisfaction, the qualitative analysis results revealed that each structure possesses distinct strengths and weaknesses. The students in synchronous learning (79/345, 22.9%) recognized heightened autonomy in the "learning environment" (19/79, 24%); however, technical issues (28/79, 35%) and reduced concentration (15/79, 19%) were identified as downsides. Conversely, the students in asynchronous settings (266/345, 77.1%) emphasized unlimited access to learning content (74/266, 27.8%) and the flexibility of "learning in preferred time" (69/266, 25.9%). Nevertheless, challenges, such as self-management difficulties (66/266, 24.8%) and limited interactions (55/266, 20.7%), were evident. The findings suggest that efforts to minimize TD, facilitating self-regulated learning and interaction among students and instructors, are critical for achieving web-based learning satisfaction. Moreover, establishing a common understanding among students regarding the necessity and efficacy of web-based learning during epidemics could enhance their satisfaction.

Enhancing Online Teaching of Business Statistics: A Pedagogy Before Technology Approach

Learning statistics can be challenging for many students, due to their inability to engage in statistical reasoning and application of techniques. This challenge becomes compounded in online learning contexts where students are spatially and temporally separated from the teacher. This paper describes and explains a case of theory-driven interventions designed to enhance the learning experiences of students enrolled in two similar business statistics units, one for undergraduate and the other for postgraduate programs. The paper based its claims primarily on the analysis of data from a student evaluation of teaching survey. This study affirmed the importance of a pedagogy-first approach. It argued that the interventions, which were effective in enhancing the student learning experience, were underpinned by a robust pedagogical analysis of the teaching and learning issues using both constructive alignment and transactional distance theory lenses.

A RESEARCH ON THE ACCEPTANCE OF EDUCATIONAL SUPPORT TECHNOLOGIES IN DISTANCE LEARNING PROGRAMS AMONG UNIVERSITY STUDENTS

&#x0D; &#x0D; &#x0D; &#x0D; This study investigates the acceptance of distance education support technology among college students. 200 students from Mianyang Teachers' University in Sichuan Province, China, were surveyed through questionnaires and interviews. The data were gathered through a combination of questionnaire surveys and interviews and analysed using SPSS to examine the utilisation of technology by students during the teaching and learning process. Additionally, this study aimed to explore the factors influencing how technology is employed to support teaching and learning and investigate student attitudes and perceptions regarding its use in education. The study is based on a framework that addresses students' adoption, perception, and use of technology in open-distance learning. It attempts to connect the theory of transactional distance with the technology acceptance model (tam).&#x0D; &#x0D; &#x0D; &#x0D;

The Impact of Social Presence on Online Student Engagement

Purpose: The main objective of this study was to explore the impact of social presence on online student engagement.&#x0D; Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.&#x0D; Findings: The findings revealed that there exists a contextual and methodological gap relating to the impact of social presence on online student engagement. Preliminary empirical review revealed that the vital role of social presence in online education. It confirms that a strong sense of social presence fosters a connected and engaged online learning community, impacting both cognitive and affective aspects of student engagement. Effective course design, drawing upon theoretical frameworks, and intentional efforts by instructors contribute to enhancing social presence and, consequently, improving the overall online student engagement experience.&#x0D; Unique Contribution to Theory, Practice and Policy: The Social Cognitive Theory (SCT), Community of Inquiry (CoI) Framework and Transactional Distance Theory (TDT) may be used to anchor future studies on online student engagement. To enhance online student engagement in the context of the study, several key recommendations emerge. Educators should actively promote social interaction within online courses, provide clear expectations and guidelines, incorporate synchronous interactions, implement peer interaction and feedback mechanisms, leverage technology tools for social engagement, offer timely and supportive feedback, monitor and assess social presence, and invest in professional development opportunities for instructors. By following these recommendations, instructors and institutions can create a more interactive and engaging online learning environment, fostering a strong sense of social presence and ultimately improving the overall educational experience for online students.

Transactional distance theory in distance learning: Past, current, and future research trends

The accelerated adoption of distance learning in post-pandemic times has resulted in increasing research publications and review studies in a short time. This necessitates the exploration of a large corpus of academic publications for effective distance learning and learning strategies. As distance learning stakeholders have assimilated the transactional approach to understanding distance learning, transactional distance theory (TDT) is relevant to understand ways to reduce the distance between learners and educators for maximum effectiveness of distance learning. Our study applies TDT to review distance learning from a supply perspective and as a tool to ensure the improved quality of distance learning. This paper has two key contributions: we have presented evidence synthesis and conducted a foresight exercise. Following preferred reporting items for systematic reviews and meta-analyses guidelines, 275 documents published between 1994 and 2022 were identified for review. Our analysis revealed patterns, relationships, and trends in the application of TDT in various distance learning contexts. Most TDT research is conducted in social sciences (83.7%), with computer science accounting for 42.6% of the studies. The course materials’ structure and design have also received considerable attention, with around 40.0% of the research focused on this area. For distance learning, studies revolve around factors such as student engagement, satisfaction, and TDT, which examine the distance between learners and instructors in various learning environments. Through systematic review and meta-analysis, we identify the three thematic areas in TDT research on distance learning. We have chartered themes on the effect of alternate design distance learning platforms on learner success, pushing the development boundaries in distance learning success through TDT, and the practical processes for designing successful distance learning courses via TDT-based pedagogical frameworks. In doing so, we streamline research in TDT and distance learning thematically and provide insight into further work. In addition, this study analyzed the relationships between sustainable development goal (SDG) and TDT literature. The co-citation analysis suggested that the strongest links were observed between education and innovation (SDG 4 and SDG 9), followed by education and gender equality (SDG 4 and SDG 5).

Exploring key parameters influencing student performance in a blended learning environment using learning analytics

Understanding the factors that influence students' results in hybrid learning environments is becoming increasingly important in today's educational environment. The goal of this research is to examine factors that influence students' academic performance as well as their level of participation in blended learning environments. A comprehensive study was conducted with 330 interested participants from the prestigious government polytechnics of the state of Karnataka in order to achieve this goal. Our data acquisition approach relied on the administration of a meticulously crafted survey questionnaire. The conceptual framework underpinning this study seamlessly integrates Transactional Distance Theory (TDT) principles with valuable insights derived from prior research. The Welch test and one-way ANOVA (Analysis of Variance) are two statistical approaches that we used selectively to reinforce our research which produced surprising results. These findings underscore the pivotal role played by certain specific factors. The geographical location of learners and the medium through which they pursue their studies have emerged as critical determinants significantly influencing academic performance. Aspects like the frequency of login activities and active engagement in forum discussions have been found to exert a positive influence on learners' academic performance. In contrast, the duration of sleep did not show a significant impact on performance. These insights bear tangible implications for teachers and policymakers who are dedicated to the enhancement of the quality of BL programs with the ultimate goal of enriching the overall educational experience.

Revisiting the Theory of Transactional Distance: Implications for Open, Distance, and Digital Education in the 21st Century

ABSTRACT The Theory of Transactional Distance (TDT) can be traced back to the early 1970s when Michael Grahame Moore was conceiving a theory for the emerging field of distance education. It was ground-breaking and disruptive in that it shed new light on non-contiguous teaching, that is, with the separation of teacher and learner in place and/or time. TDT has been globally adopted and become a hot research topic. Nevertheless, it is not rare that researchers fail to catch the essence of TDT in its entirety or to interpret its key constructs accurately. In this article, TDT is revisited by drawing on Moore’s original works and highlighting arguments which are often ignored or misunderstood. Next, we critique several influential studies to illustrate typical misinterpretations of TDT and/or its key constructs. We then go on to refute the argument that it is now outdated by making a case for its relevance to distance education in the 21st century from four aspects. Given the focus of TDT on independent learning, the article concludes by calling for the use of other theories when in need so as to better inform the design and implementation of other types of learning activity.

Zooming into the Future: Implementing Theory into Practice for Educational Crisis Times

ABSTRACTThe abrupt transition from face‐to‐face classes to online learning during March 2020 occurred as a result of the Covid‐19 pandemic. Teachers were forced to shift to online teaching with no prior training, while students had to adapt to a new learning format. The physical distance between students and teachers led to changes in interactions. The current study examines the instructional approaches used for online teaching and learning during the Covid‐19 crisis. The research focuses on using the Covid‐19 pandemic as a case study to explore crisis events and their impact on education system. The study uses a qualitative approach, with three junior and high schools participating. Thirteen teachers were interviewed, and 27 students participated in three focus groups, one from each school. The study's theoretical framework is based on the Transactional Distance Theory (TDT) and the Connectivism Learning Theory (CLT). The main finding focuses on teachers' use of autonomy to vary their teaching approaches, while students felt they did not know how to cope with the autonomy given to them and even felt neglected by their teachers. Therefore, in order to strengthen learners' autonomy, teachers need to design and monitor the scaffoldings by both structure (curriculum) and dialog (teacher‐student and student–student).

The implementation of supplementary e-learning tools: analyzing the complexities of student challenges with podcasts and vodcasts in distance learning

ABSTRACT This article aimed to understand how students in distance education experience challenges with e-learning tools in their learning. Specifically, it aimed to identify challenges students experienced with the implementation of podcasts and vodcasts and how lecturers responded to these challenges. The research context for the article is an Academic Writing module at one South African open distance e-learning university. The study made use of a qualitative phenomenological research design to gather in-depth insights about the problem and generate new ideas for research. Data was collected through focus group discussions with first-year students and semi-structured email interviews with lecturers and was analysed using Moore’s theory of transactional distance. The findings were analysed thematically and revealed that transactional distance is a probability as novice lecturers initially recorded podcasts and vodcasts that were too long, and first-year students experience many challenges when accessing podcasts and vodcasts. As a result, the distance between students and their content and students and their lecturers may be widened. The data further revealed that lecturers see podcasting and vodcasting as a means to an end and not as a process that requires continuous reflection. The article concludes by suggesting recommendations to support students in distance higher education institutions.

Moodle in an Open Distance e-Learning University: Is It a Building or Stumbling Block to Student Interaction and Autonomy?

Higher education institutions (HEIs) in Africa are seemingly staggering under the burden of digital division and exclusion. Due to its perceived flexibility and affordability for students in remote areas, distance education is a popular option for many students at HEIs. One of the e-learning tools introduced is a modular object-oriented dynamic learning environment (Moodle) learning management system (LMS), which is designed using web-based applications and provides online learning services to students. The key question remains: how do first-year students experience Moodle? Do they view it as a building block to their learning? Or is it a stumbling block? This article reports on a study that was conducted in a South African open distance e-learning (ODeL) institution with students who speak English as an additional language, in an Academic Writing module. The study used a qualitative case study approach and drew on the theory of transactional distance to understand how Moodle encourages student interaction and autonomy. Although the study findings cannot be generalised on a broader scale, the findings are in line with similar studies, amplifying the critical role of student experiences, interaction, and autonomy in HEIs to bring about the required change.

Pre-service teachers’ experiences of remote online learning: reimagining teacher education post-pandemic

ABSTRACT Background As teaching and learning processes evolve in the wake of COVID−19, fresh thinking about the role of remote online learning (ROL) is critical as part of a wider reimagining of education in a post-pandemic context. In this paper, attention is focused on ROL within teacher education. Purpose This study sought to explore pre-service teachers’ perceptions of their ROL experiences in a Fijian teacher education programme. Method The qualitative study design was informed by transactional distance theory. Using a narrative inquiry approach, data from 15 pre-service teachers were collected and analysed. Via individual interviews conducted online, the prospective teachers shared their perceptions about the nature of interactions experienced whilst engaged in ROL during the pandemic. Data were analysed thematically, in relation to instructional dialogue, course structure, and autonomy. Findings In-depth analysis of rich data allowed main themes to emerge that captured the participants’ viewpoints. Prominent themes in instructional dialogue revealed some concerns about the precedence of textual communication over verbal in ROL and the perception of emphasis on product over the process of learning. In terms of course structure, volume of assessment and teaching style were among aspects which participants identified as affecting learner-content engagement. Comments about learner autonomy suggested that the pre-service teachers sought positives amidst the difficulties encountered, whilst maintaining a focus on completing the assessments and passing the course. Conclusion The analysis of pre-service teachers’ experiences offers insight into how aspects of ROL may challenge participant engagement within elements of teacher education courses. It highlights the support that needs to be provided to prospective teachers in order to reduce transactional distance, suggesting that effective course design and instructional dialogue to promote learner autonomy are both crucial to sustainable teacher education in the post-pandemic context.

The Role of Instructors Support and Feedback on the Performance of Online and Distance Learning

Purpose: The purpose of this study is to explore the role of instructors support and feedback on the performance of online and distance learning.&#x0D; Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.&#x0D; Findings: The findings revealed that there exists a contextual and methodological gap relating to the role of instructors support and feedback on the performance of online and distance learning. Preliminary empirical review revealed that there is need for instructors to prioritize personalized support, timely feedback, and active engagement with learners to foster a supportive and engaging learning environment.&#x0D; Unique Contribution to Theory, Practice and Policy: The Social Presence Theory, Self-Determination Theory and the Transactional Distance Theory may be used to anchor future studies on the role of instructors support and feedback on the performance of online and distance learning. Instructors should establish clear communication channels and responsive feedback mechanisms to facilitate ongoing interaction with learners. Instructors should provide constructive and personalized feedback that focuses on both strengths and areas for improvement. Instructors should actively foster a sense of community and social presence in online and distance learning environments. Lastly, professional development and training programs should be offered to instructors to enhance their pedagogical skills in online and distance learning&#x0D;

Students’ Experiences of Tippy Tube Video-assisted Learning during the COVID-19 Lockdown in an Open and Distance Learning Environment

The University of South Africa (Unisa) College of Education (CEDU) set up Tippy Tube as an online educational video channel to engage lecturers around the country. The outbreak of the novel coronavirus (COVID-19), which was declared a global pandemic on 11 March 2020, imposed a lockdown period from February to August 2021. This article reports on a study that explored how the use of Tippy Tube optimised support to first-year mathematics education students at Unisa during the lockdown. Moore’s Transactional Distance Theory (TDT) underpinned the study. The study used a qualitative research design to explore students’ views on whether the Tippy Tube tool had optimised student support in the mathematics education module during the lockdown. The module has five units and five Tippy Tube videos were developed for each unit. Open-ended questionnaires were administered to 100 purposively sampled first-year mathematics education students. Only 21 respondents completed the questionnaires. Thematic analysis was then used to analyse the data from the open-ended questionnaire responses. The findings of the study revealed that Tippy Tube video-assisted learning had benefitted the students in mathematics education. Further, the study findings suggested that lecturers can consider using the Tippy Tube tool to teach students mathematics and other disciplines as they are able to replay the videos for the purpose of clarity if they did not understand the videos during live presentations.

EXAMINING THE INFLUENCE OF INTERACTION ON STUDENT SATISFACTION VIA FLOW EXPERIENCE AMONG DISTANCE LEARNERS IN MALAYSIA

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.

Transactional Distance and College Students' Learning Engagement in Online Learning: The Chain Mediating Role of Social Presence and Autonomous Motivation.

Transactional distance remains an important issue in online education, which is an important indicator to evaluate the quality of teaching and learning in online courses and is closely related to the success of learners' online learning. The purpose of this study is to evaluate the potential mechanism of transactional distance and its three modes of interaction on the impact of learning engagement of college students. Online Education Student Interaction Scale, Online Social Presence Questionnaire, Academic Self-Regulation Questionnaire and Utrecht Work Engagement Scale-Student scales were used, revised questionnaire for cluster sampling of college students, 827 valid samples. SPSS 24.0 and AMOS 24.0 were used for analysis, and Bootstrap method was used to test the significance level of the mediating effect. Transactional distance (including the three interaction modes) was significantly and positively related to college students' learning engagement. Autonomous motivation played a chain mediating role between transactional distance and learning engagement. In addition, social presence and autonomous motivation mediated the chain between student-student and student-teacher interaction on learning engagement. In addition, however, student-content interactions did not significantly impact social presence, and the chain mediating effect of social presence and autonomous motivation between student-content interaction and learning engagement was not supported. Based on transactional distance theory, this study reveals the role of transactional distance on college students' learning engagement and the mediating effect of social presence and autonomous motivation in the relationship between transactional distance (and three interaction modes of transactional distance) on college students' learning engagement. This study supports the findings of additional online learning research frameworks and empirical studies to enhance our understanding of how online learning affects college students' learning engagement and the important role of online learning in college student's academic development.

Adopting WhatsApp to Reduce Transactional Distance During the COVID-19 Pandemic

Mobile devices have penetrated all levels of society worldwide, including what are predominantly considered inaccessible, low-income communities in developing nations. Mobile devices are frequently used for economic, political, and social interactions and even business transactions. In a similar fashion, teachers are slowly adapting to the use of mobile devices as a pedagogical tool in education. The aim of this study was to ascertain how a WhatsApp group, a messaging facility, could be used to enhance group interaction among pre-service teachers during the COVID-19 pandemic. Moore’s Transactional Distance theory and Salmon’s five-stage model guided this qualitative study. Twelve pre-service teachers, out of a class of thirty-five, were purposely selected to work on a group task using the WhatsApp application during the COVID-19 pandemic. They also participated in a focus group interview. WhatsApp artifacts and focus group interview transcripts were analyzed deductively; the results showed that the WhatsApp intervention helped improve pre-service teachers’ engagement and the sharing of content to successfully undertake the group activity virtually. WhatsApp’s social nature has proven to be an enabler for keeping people connected despite physical distance: reducing cognitive loneliness resulting from social isolation. It is recommended that teacher educators, academics, and researchers, as well as students working remotely take advantage of the usability of WhatsApp for learning and research purposes.

Moodle as a Tool to Reduce Transactional Distance at an Open Distance and e-Learning University

Despite the expansion of e-learning and the adoption of innovative learning management systems to support students, higher education institutions are still struggling under the burden of digital exclusion, hence increasing the transactional distance between lecturers and students. The research was conducted at a South African Open Distance and eLearning university and attempted to (1) understand how the Moodle site is organized to influence transaction distance, (2) identify students’ perceptions of the Moodle site to enhance their academic writing skills, and (3) identify if Moodle is an enabler or disabler to their learning. This article uses a qualitative participatory action research design and draws on the theory of transactional distance. Using observations, open-ended evaluation questions, and a focus group discussion, the study found that students appreciated the communication and interaction facilitated by the lecturers. Despite the challenges that students experienced, the transactional distance was reduced between lecturers and students. Although the findings of this study cannot be generalized on a broader scale, findings are in line with similar studies, amplifying the critical role of the perceptions and challenges of first-year students in HEIs to bring about the required change.

Scrutinizing Learning Management Systems in Practice: An Applied Time Series Research in Higher Education

This study examined the use of Advancity Learning Management Systems (ALMS) and the Moodle Learning Management Systems (LMS) in learning settings, as well as online exams, within the framework of Transactional Distance Theory. With 146 college students (nfemale = 102, nmale = 44) as voluntary participants, data was gathered through an online questionnaire. A time series design was used for two different LMS sessions, and participants who voluntarily participated in ALMS and Moodle LMS sessions were matched. The findings revealed that while Moodle and ALMS both receive relatively similar assessment ratings for online exams, Moodle scored better in terms of learning setting. When factors of the Learning Management Systems Evaluation Scale (LMSES) based on Transactional Distance Theory were compared, the dialogue and autonomy factors were significantly higher for Moodle LMS than for ALMS. When online exams in the LMS were compared, there was no significant difference between ALMS and Moodle LMS, and for both LMS, the reliability factor was a determinant indicator than the other factors. As a result, in assessing and using an LMS, choices should be based on how well the LMS characteristics address an institution’s demands.