The learning approaches and the change in the perception of transactional distance throughout the education period of the blended learning students, is an important topic. This study investigates whether the learning approaches and sense of transactional distance of the blended learning students changes during their education. In addition, the relation between the learning approaches and sense of transactional distance of the students has been studied. Longitudinal and Cross-Sectional survey models were used and the results of this study revealed that with the advancement of the studies, the deep learning approaches and sense of dialog of the students decreases, while the surface learning approaches and sensed control increases. No significant difference has been found in the structure flexibility, content organization and autonomy dimensions.
