Transactional Distance Revisited: A Review for the Case of Hybrid Education

Abstract

Transactional distance refers to the psychological and emotional distance between teachers and students, as well as among students, shaped by dialogue, structure, and autonomy. Originally developed for distance education, its application in hybrid education remains underexplored. This systematic review analyzes 15 publications on transactional distance in hybrid learning environments to address this gap. Findings indicate that while the framework is frequently applied as background theory, it insufficiently captures the dual demands of hybrid teaching, where onsite and online learners must be engaged simultaneously. To address these limitations, we propose a model that emphasizes deliberate lesson structuring to support dialogue and interaction across settings. This model underscores the importance of balancing flexibility with planned engagement strategies. Future research should further explore and test this model to evaluate its effectiveness and adaptability in diverse hybrid contexts.