Relations between students' perceptions of transactional distance and self-efficacy in online peer learning

This study aimed to explore the relationship between students’ perceptions of transactional distance and self-efficacy within an online peer learning environment. The research involved 240 higher education students who completed three tasks over three weeks. The first task required students to write an argumentative essay. In the second week, students provided feedback on their peers' essays. In the third week, students revised their essays based on the received feedback from peers and completed two questionnaires on transactional distance and self-efficacy. The study showed that there is a significant relationship between students' perceptions of transactional distance and their self-efficacy in online peer learning. The findings indicated that students' perceptions of transactional distance had an impact on their self-efficacy in online peer learning. The findings of this research highlight the necessity of considering how students' perceptions of transactional distance contribute to their self-efficacy in online peer learning, emphasizing its influential role in the learning process.