Student interactions in distance learning have been a critical element of the transactional distance theory. Research shows that student interactions have a positive effect on learning outcomes. However, little is known about how student interactions can be improved. The need to understand student interactions and to determine the relationships between the variables that are effective in these interactions has become evident. This study aims to investigate the impact of e-learning readiness and the motivations of students in distance learning on student interactions. In addition, it was examined whether motivation mediated the relationship between e-readiness and student interactions. The study was conducted with 172 students enrolled in a postgraduate program conducted by distance learning. Results showed that students' e-learning readiness and motivation are essential predictors of student interactions in distance learning. Furthermore, it was found that motivation had a mediation effect on the relationship between e-learning readiness and student interactions. The results of the research are helpful for both instructional designers and instructors of distance learning who want to reduce the transactional distance by increasing student interactions.

远程学习中的学生互动一直是交易距离理论的关键要素。研究表明，学生互动对学习成果有积极影响。然而，关于如何改善学生互动，人们知之甚少。了解学生互动并确定在这些互动中有效的变量之间的关系的需求已经变得很明显。本研究旨在调查电子学习准备情况和学生在远程学习中的动机对学生互动的影响。此外，还检查了动机是否介导了电子准备和学生互动之间的关系。这项研究是在 172 名参加远程学习研究生课程的学生中进行的。结果表明，学生的 电子学习准备和动机是远程学习中学生互动的重要预测因素。此外，发现动机对电子学习准备和学生互动之间的关系有中介作用。研究结果对希望通过增加学生互动来减少交易距离的远程学习的教学设计者和教师都有帮助。