The present study examines the three dimensions of the transactional distance theory of Moore and their correlation with student satisfaction, through a quantitative survey with data collected from 115 postgraduate students of the Hellenic Open University (H.O.U). The results indicate that students perceived low levels of teacher-student transactional distance and slightly higher, but still low, levels of student-student and student-content transactional distance. Moreover, they seem to be satisfied by their distant learning studies. Male students perceived lower levels of teacher-student and student-content transactional distance than female ones, while students with previous experience in distance learning perceived lower levels of student-student transactional distance than those without such experience. Statistically significant correlations exist between the three dimensions of transactional distance and satisfaction, with the strongest, negative correlation, observed between satisfaction and student-content transactional distance. Finally, statistically significant and, moderate to low, positive correlations were observed between the three types of transactional distance, indicating their interlinkages.

中文翻译：

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研究生远程学习计划中的事务距离和学生满意度

本研究通过对来自希腊公开大学（HOU）的115名研究生的数据进行的定量调查，研究了摩尔交易距离理论的三个维度及其与学生满意度的相关性。结果表明，学生感觉到师生交易距离的水平较低，而学生和学生内容交易距离的水平稍高，但仍然很低。而且，他们似乎对他们的远程学习感到满意。男学生的师生和学生内容交易距离水平低于女学生，而有远程学习经验的学生则认为学生和学生的交易距离水平低于没有这种经验的学生。交易距离和满意度的三个维度之间存在统计上的显着相关性，在满意度和学生内容交易距离之间观察到最强的负相关性。最后，在三种类型的交易距离之间观察到统计学上显着的正相关性，从中到低呈正相关，表明它们之间的相互联系。