%0 Journal Article
%T Higher Education Students¡¯ Perception of Transactional Distance and Their Tendencies toward Lifelong Learning
%A G£¿zde Sezen-G¨¹ltekin
%A Merve Sava£¿£¿£¿
%A Muhammed Ba£¿c£¿
%A Nazire Bur£¿in Hamuto£¿lu
%J -
%D 2019
%X This study aims to investigate university students¡¯ perceptions of transactional distance in the framework of their lifelong learning tendencies, who continue their non-formal tertiary education through open education faculties. As a type of qualitative research design, a purposeful sampling method was used to determine the sample of the study. Within this scope, the sample constitutes the students who were enrolled in an open education program and were studying at Sakarya University Faculty of Education. A semi-structured questionnaire developed by researchers was used to collect the data. Dialogue and autonomy dimensions of Moore's (1993) Transactional Distance Theory and dimensions of motivation, self-determination for learning, curiosity and self-regulation for learning in Co£¿kun and Demirel's (2012) lifelong learning tendency scale were used in constructing the questions in the interview form. The data were analyzed through descriptive analysis and revealed the participants' perceptions of transactional distance regarding common tertiary education and their tendency to lifelong learning. When the relation of transactional distance perception with lifelong learning tendency is examined, it is seen that there are positive, negative and neutral expressions. In the light of the results, distance learning and lifelong learning functions of the nonformal higher education were discussed and related outcomes were evaluated in terms of formal and nonformal higher education
%K A£¿£¿k£¿£¿retim
%K betimsel analiz
%K £¿rg¨¹n ve yayg£¿n y¨¹ksek£¿£¿retim
%K ya£¿am boyu £¿£¿renme e£¿ilimi
%K transaksiyonel uzakl£¿k
%U http://dergipark.org.tr/tred/issue/45529/478037