Transactional distance revisited: Bridging face and empirical validity

Implementation of e-learning, whether in academic institutions or in the corporate world, is fast growing. While there has been a plethora of research in the field of e-learning, most empirical results remain inconsistent. One problem with such inconsistencies is the lack of clear takeaways that can guide practitioners on the best practices of e-learning. In this paper, we propose an overarching theoretical framework based on Moore\u27s transactional distance theory to examine e-learning. While this theory has existed for some time and has face validity, it has not received empirical support. We re-examine the core tenets of the theory, and test them in a manner that is ontologically consistent with the focus of the theory on learners\u27 perceptions, thereby bridging the gap between the theory\u27s face and empirical validity. We find strong support for the influence of transactional distance factors on our outcome of interest, i.e. individuals\u27 intentions to return for another e-learning experience. Our results help us arrive at contributions to research and practice, which include suggestions to enhance the success of e-learning initiatives. © 2012 Elsevier Ltd. All rights reserved