Moore's Theory of Transactional Distance suggests that dialogue, structure, and learner autonomy are the key elements delineating the educational transaction in distance learning environments. However, the conceptualizations of these concepts in a telecommunication era have not been systematically addressed. By investigating 121 learners' experiences with videoconferencing, this study identified the dimensions (factors) constituting dialogue, structure, and learner autonomy in such a learning environment. Exploratory factor analysis using a principal axis factor method was carried out. It was concluded that each of these three concepts represented multifaceted ideas. Dialogue consisted of three dimensions: in-class discussion, out-of-class electronic communication, and out-of-class face-to-face interaction. Structure contained the dimensions of course organization and course delivery. Learner autonomy was comprised of independence and interdependence. The results of this study can inform videoconferencing researchers and practitioners of the factors of the educational transaction that should be considered in videoconferencing courses.

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This study is based on the separation of teachers and learners caused by the COVID-19 pandemic, and the implication of Moore’s Transactional Distance Theory, which proliferated for nearly 30 years but has been inconsistently validated empirically. The quantitative approach was employed, with questionnaires distributed based on the learners’ perspectives. The subjects of the study include 153 respondents from computer science department of an Indonesian public university. Three key tenets of transactional distance include dialogue, structure, and learner autonomy were specifically addressed and validated as significant predictors in this study. The findings elucidated an inverse relationship between dialogue and learner autonomy respectively with transactional distance, and a less rigid course structure capable of contributing to lessen the perceived degree of transactional distance in the e-learning environment. Furthermore, this study discovered that e-learning satisfaction and internet connection speed had an impact on the extent of transactional distance.