Bridging the Distance: A Stepwise Community of Inquiry Based Approach to Reduce the Transactional Distance

I HE2025 Proceedings _ rethinking higher education: engage, adapt, include 08 - 10 October 2025 | Hagen, Germany Innovating Higher Education Conference 2025 EADTU FernUniversität in Hagen Innovating Higher Education Conference 2025 2 8 24 36 50 56 71 Table of Contents Online, Blended and Synchronous Hybrid Education Bridging the Distance: A Stepwise Community of Inquiry Based Approach to Reduce the Transactional Distance Ms. Zehra Daskin 1, Prof. Mehmet Firat2 1. Hacettepe University, 2. Anadolu University Designing Effective Educational Virtual Worlds in Metaverse by Adopting the Theory of Multiple Intelligences Prof. Sarandis Mitropoulos1, Mr. Dimitrios Magetos 2 1. Hellenic Open University, 2. University of Piraeus Exploring Print Simulators as Educational Tools for Teaching Graphic Arts in Distance Learning Dr. Gerasimos Vonitsanos1, Dr. Marios Tsigonias 1 1. Hellenic Open University Framework for Transitioning Traditional Universities to Provide Online Open Education Prof. Arnaldo Santos1, Prof. Leonel Morgado1, Prof. Henrique São Mamede 2, Prof. Giorgos Koulaouzidis 3, Prof. Maria Ilcheva4, Prof. Chris Kuijpers5, Prof. Teresa Guasch 6, Prof. Magnús Magnússon 7, Prof. Adamantina Peratikou 8, Dr. Ilona Plaksenkova 9, Dr. Annabell Bills 10, Prof. Dimitris Kalles 3, Prof. Francis Brouns 11, Dr. Inés Gil-Jaurena 12 1. Department of Science and Technology, Universidade Aberta, and INESC TEC, Porto, 2. Department of Science and Technology, Universidade Aberta, Lisbon, and INESC TEC, Porto, Portugal, 3. Hellenic Open University, 4. University of Veliko Tarnovo, 5. The Open University, 6. Universitat Oberta de Catalunya, 7. Bifröst University, 8. Open University of Cyprus, 9. Daugavpils University, 10. FernUniversität in Hagen, 11. Open Universiteit, 12. Universidad Nacional de Educación a Distancia (UNED) Study Workshop Iniure – A Support Program for the Initial Phase of Law Studies Dr. Christina Gelinski1 1. FernUniversität in Hagen The Role of Social Intelligence in Higher Distance Education. Case Study of the Master’s Degree Program: Education & Technologies in Distance Teaching and Learning Systems – Education Sciences (ETA of the Hellenic Open University Prof. Evangelia Manousou1, Mrs. Eirini Kelidou 2, Dr. EVGENIA PIERRI 2, Dr. Antonia Maria Chartofylaka 2 1. Assistant Professor of Open and Distance Education SAE Hellenic Open University, 2. Hellenic Open University Generative AI and Large Language Models An alternative approach towards AI regulations at Higher Education Institutions Dr. Michael Kopp1, Mrs. Ortrun Gröblinger2 1. University of Graz, 2. University of Innsbruck i Innovating Higher Education Conference 2025 Dilemma in Postdigital Era: Liberation of Autodidactism vs. Risks of Dehumanizing Education 86 Prof. Mehmet Firat1 1. Anadolu University Guided Integration of Generative AI in Radiography Education: Effects on Presentation Quality and Emerging AI Literacy 93 Dr. Sami Suhonen1 1. Tampere University of Applied Sciences The Potential of AI-generated Feedback for SelfAssessment Tasks 102 Dr. Regina Kasakowskij1, Prof. Jörg Haake 1, Mr. Alexander Henze 2 1. FernUniversität in Hagen, CATALPA, 2. FernUniversität in Hagen University Students’ Adoption, Feedback Perceptions, and Learning with a Generative-AI Tool: A Pre–Post Study of COFFEE 117 Dr. Joachim Wöhrle 1, Mr. Michael Hanses1, Ms. Heike Karolyi 1, Mr. Lars van Rijn 1, Prof. Claudia de Witt 1 1. FernUniversität in Hagen, CATALPA Digital Student & Staff Services Beyond assessment: How AI Becomes a Mentor, Evaluator, and Career Coach 133 Mrs. Kyriaki Rassia 1, Prof. Evangelia Manousou2, Mrs. Eleni Niarchou 1, Mr. Thomas Vangelis 3 1. PhD Candidate Hellenic Open University, 2. Assistant Professor of Open and Distance Education SAE Hellenic Open University, 3. Hellenic Open University Development of meta classification of competencies at the University of Maribor 141 Dr. Bostjan Vlaovic1 1. Faculty of Electrical Engineering and Computer Science, University of Maribor European Universities initiative and University Networks Pedagogical Innovation for Open and Online Teaching: The EUNICE Alliance Approach 151 Dr. Maria-Eleftheria Galani1 1. University of the Peloponnese Micro-credentials for Continuing Education Building Trust in Education and Employment with Micro-Credentials 159 Ms. Atiyeh Ghane1, Mr. Vlado Stankovski 1, Mr. Petar Kochovski 1 1. University of Ljubljana Diversity and Inclusion in Open and Online Education Development of a MOOC for empowering migrants’ and refugees’ vocational training and learning Greek as an additional language 169 Prof. Nektaria Palaiologou 1, Prof. Evangelia Manousou1, Dr. Elias Stavropoulos 1, Ms. Natalia Leontsini 1 1. Hellenic Open University ii Innovating Higher Education Conference 2025 Empowering Migrants through Education: The PIPE Project’s Approach to Social Inclusion 188 Prof. Dario Assante1, Dr. Giovanna Gnerre Landini 1, Dr. Arianna Pallante 1 1. Università Telematica Internazionale UNINETTUNO Fostering Inclusive Digital Education: The BERTL Certificate Program for Accessibility Awareness in Higher Education 198 Mrs. Iris Nemec1, Mrs. Natalie Koenig 1 1. UAS Technikum Wien Student Dropout Rates in Higher Distance Education: An Empirical Investigation at the Hellenic Open University (HOU) 204 Dr. Dimitra Angelopoulou 1, Dr. George Vorvilas 1, Dr. Nikos Karousos 1, Prof. Vassilios S. Verykios 1, Prof. Manolis Koutouzis1 1. Hellenic Open University Innovation in Research and Technology Beyond Silos: Functional Requirements for Next-Generation Educational Data Architectures in Higher Education 215 Mr. Michael Hanses1 1. FernUniversität in Hagen, CATALPA Mapping Augmented Reality Tools for Digital Learning in STEM Education: A Scoping Review of English, Spanish, and German Products 226 Ms. Delsa Silva Amino Cufuna1, Dr. Miriam Mulders2, Prof. Michael Kerres2 1. Universitat Oberta de Catalunya, 2. Universität Duisburg-Essen V-Lab: Extensible VR Simulation for Science Lab Training 246 Dr. Vasilis Zafeiropoulos 1, Dr. George Anastassakis 1, Mr. Christoforos Karachristos 1, Ms. Theodora Kouvara 1, Prof. Theophanis Orphanoudakis 1, Prof. Dimitris Kalles1 1. Hellenic Open University Course and Curriculum Design AI and Universities. Critical thinking, personalised pathways, recognised skills 256 Ms. Marina Zotaki 1, Mr. Dimosthenis Manias 1, Prof. Irene Mavrommati1, Dr. Iro Laskari 1, Dr. Stavroula Sokoli 1, Prof. Dimitris Kalles1 1. Hellenic Open University Empowering TESOL Student Teachers Through Generative AI: A Course-Based Study on Digital Lesson Design in Higher Education 271 Dr. KOSMAS VLACHOS1 1. National Kapodistrian University of Athens The Role of Open Educational Resources in the Teaching Community: A Case Study of ENCORE 284 Prof. Ioannis Paliokas 1, Prof. Alexandros Tzallas2, Prof. Achilles Kameas 3 1. Democritus University of Thrace, 2. University of Ioannina, 3. DAISSy Research Group, Hellenic Open University, Patras, Greece iii Innovating Higher Education Conference 2025 289 296 Transforming Greek Classrooms: Fostering the 4Cs through Innovation Dr. Aikaterini Nikolakopoulou 1, Prof. Christos Pierrakeas 1, Dr. Rizos Chaliampalias 1, Prof. Achilles Kameas1 1. DAISSy Research Group, Hellenic Open University, Patras, Greece Code words: Cracking the lexical secrets of Maths and Computer Science through a custombuilt corpus Dr. Prue Goredema 1 1. Fernuniversität in Hagen iv Online, Blended and Synchronous Hybrid Education Bridging the Distance: A Stepwise Community of Inquiry Based Approach to Reduce the Transactional Distance Zehra DAŞKIN1, Mehmet FIRAT2 1 Hacettepe University 2 Anadolu University Abstract While online education offers flexibility and access, it also risks fostering a sense of psychological and communicative gap, which Moore (1993) conceptualized as transactional distance (TD). Online learning might challenge the sense of connection that supports meaningful engagement, creating an environment in which learners struggle to maintain consistent communication and a sense of presence. On the other hand, the community of inquiry (CoI) framework (Garrison et al., 2000), which conceptualizes meaningful online learning as a function of teaching presence, social presence, and cognitive presence, serves as a theoretical framework for designing online courses. This study examines the impact of an online course grounded in the principles of the CoI framework on learners’ perceptions of transactional distance by employing a step-by-step, systematic, and design-based approach. Adopting a convergent mixed methods research design, the research began with a needs analysis of prospective learners. For the quantitative component of the study, validated CoI and TD scales were employed in preand post-test procedures, while the qualitative aspect was addressed through concurrent focus group interviews with the learners. The intervention phase encompasses a carefully designed CoI framework-based course that integrates synchronous components, including instructor-led discussions and collaborative activities, with asynchronous elements, such as discussion forums and peer reflections, all facilitated through a learning management system and interactive Web 2.0 tools. Quantitative findings indicate that a well-designed CoI-based online course leads to a statistically significant decrease in TD levels. Qualitative results, on the other hand, reinforce these findings, highlighting the role of collaboration and instructional support in fostering a stronger sense of presence and reducing feelings of isolation. This study is expected to contribute to the growing body of research on effective online course design and offer practical implications for mitigating TD in distance education through the strategic use of the CoI framework. Keywords community of inquiry, transactional distance, mixed methods research 1. Introduction The global landscape of higher education has been transformed by the rapid expansion and widespread integration of online learning modalities. Driven by the promise of ubiquitous access, flexibility, and scalability, distance education has moved from a niche offering to a core component of institutional strategy (Hodges et al., 2020). Despite its widespread adoption, online education inherently presents a persistent pedagogical challenge: bridging the physical and psychological space between the learner, the instructor, peers, content, and sometimes medium. Innovating Higher Education Conference 2025 2 1.1. The Challenge: Transactional Distance Theory This distinctive challenge in distance education is best conceptualized by Transactional Distance (TD) theory, a foundational construct developed by Moore (1993). TD is defined not by geographic separation, but as a "psychological and communicative gap and a space of potential misunderstanding between the inputs of instructor and those of the learners" resulting from the lack of proximate human interaction. Moore (1993) proposed that TD is also a function of three interactive variables: Dialogue, the extent and quality of reciprocal communication, Structure-the rigidity or flexibility of instructional designand Learner Autonomythe degree of self-direction required of the learner. When dialogue is low and structure is high, the resulting TD is significant. Empirical research consistently confirms that high TD is negatively correlated with learning outcomes, often leading to reduced student satisfaction, lower perceived learning, and higher rates of attrition in online courses (Chen, 2001; Garrison & Baynton, 1987; Huang, 2002). Reducing this distance is crucial, as unaddressed TD risks fostering feelings of isolation and disconnection, which stand in direct opposition to the pedagogical goals of fostering meaningful engagement and deep learning. 1.2. The Solution: The Community of Inquiry (CoI) Framework In direct response to the need for robust, evidence-based instructional design in online environments, the Community of Inquiry (CoI) framework (Garrison, Anderson, & Archer, 2000) has emerged as the most influential and widely adopted model for facilitating quality online learning experiences. The CoI framework posits that a successful educational experience requires the dynamic interaction of three essential elements or 'presences' in other terms: • Teaching Presence: The design, facilitation, and direction of cognitive and social processes to appreciate personally meaningful and educationally worthwhile learning outcomes (Anderson, Rourke, Garrison, & Archer, 2001) • Social Presence: The ability of learners to project their personal identities and interact purposefully within the community. • Cognitive Presence: The extent to which learners can construct and confirm meaning through sustained reflection and discourse (Garrison et al., 2000). A substantial body of research affirms that courses designed using the CoI model are strongly associated with higher levels of critical thinking, perceived learning, and overall satisfaction across diverse academic disciplines (Arbaugh, 2008; Shea et al., 2010; Vaughan & Garrison, 2006). The theoretical link between the CoI framework and Transactional Distance is foundational to efficient online pedagogy (Garrison, 2017). Early empirical work established that CoI components systematically influence TD variables (Anderson, Rourke, Garrison, & Archer, 2001). Specifically, high levels of teaching presence are hypothesized to actively increase dialogue and introduce necessary flexibility (reducing structure), while social presence is crucial for reducing the psychological and communicative gap inherent in TD. Therefore, the CoI framework serves as a powerful prescriptive model for course design intended to systematically reduce the detrimental effects of transactional distance. Innovating Higher Education Conference 2025 3 2. Methodology While numerous studies have explored the correlation between individual CoI elements and TD subcomponents (Kovanović et al., 2017), key scholars have identified a need for more practical, intervention-based research (Cleveland-Innes & Garrison, 2010). There remains a critical gap in the literature regarding the systematic, design-based implementation of a CoI-grounded course and the subsequent empirical measurement of its impact on reducing overall TD levels in a real-world context. Moreover, to move beyond correlational trends and provide practical guidance, it is essential to conduct thorough mixed-methods intervention research that uses quantitative metrics alongside qualitative data to reveal the causality and inform best practices for educators. Building upon this necessity, this study employs a multi-phased and design-based approach to examine the impact of an online course specifically designed around the principles of the Community of Inquiry framework on learners’ perceptions of Transactional Distance. Adopting a convergent mixed methods design with approximately 150 online graduate learners enrolled in non-thesis master’s program in Turkiye, this research first systematically designed the intervention grounded in both a needs analysis and the CoI framework, and then employed preand post-test quantitative data alongside concurrent focus group interviews to assess the effect of (CoI) intervention on the learners’ perceived transactional distance and explore the experiential context of the findings. The preand post-test quantitative component utilized the validated Turkish adapted versions of two instruments: the CoI Scale (Öztürk, 2012; original: Arbaugh et al., 2008) and the TD Scale (Yılmaz and Keser, 2015; original: Zhang, 2003). Quantitative data were analyzed using SPSS 22, while thematic analysis of the qualitative data was facilitated by MAXQDA 24. This investigation seeks to provide robust empirical evidence that a strategically designed CoI-based course can serve as a powerful mitigation strategy against the psychological and communicative gaps associated with transactional distance, thus contributing critical, actionable implications for effective course design in the future of distance education. To address this issue, this study sought to answer the following questions: 1. How does CoI-based instructional design affect learners’ perceived transactional distance levels? 2. How do learners describe changes in their sense of presence and connection within the CoI-based course? Figure 1: Phases of Mixed-Methods Research Innovating Higher Education Conference 2025 4