(Communication between Peers, Understanding between Peers, Communication between Peers and Instructor, Understanding between Peers and Instructor, Prior Attitude toward Collaboration, and Satisfaction). This yielded a 40 element statistically reliable and valid instrument. Coll-TD/F Scale (Swart et al., 2015): This instrument extends the Coll-TD Scale to Flipped Classrooms where collaboration takes place both f2f, during interactive group learning sessions, and outside class (virtual or f2f) during collaboration on projects or take home exams. This 46 element scale was also shown to be statistically valid and reliable. References Chen, Y. & Willits, F. (1998). A path analysis of the concepts in Moore's theory of transactional distance in a videoconferencing learning environment. Journal of Distance Education, 13 (2), 51-65. Chen, Y.J. 2001a. Transactional distance in World Wide Web learning environments. Innovations in Education and Teaching International (UK), 38(4): 327-338. Chen, Y.J. 2001b. Dimensions of transactional distance in World Wide Web learning environment: A factor analysis. British Journal of Educational Technology, 32(4): 459-470. Goel, Lakshmi & Zhang, Pingying & Templeton, Marjory. (2012). Transactional distance revisited: Bridging face and empirical validity. Computers in Human Behavior. 28(4): 1122-1129. Gokool-Ramdoo, S. (2008). Beyond the Theoretical Impasse: Extending the applications of Transactional Distance Education Theory. International Review of Research in Open and Distance Learning Volume 9, Number 3 Canada:Athabasca University. Available: http://www.irrodl.org/index.php/irrodl/article/view/541/1151 Kaufman, R., & I. Guerra-Lopez. (2013). Needs assessment for organizational success. Alexandria, VA: ASTD Press. Lemone, K. (2005). Analyzing Cultural Influences on ELearning Transactional Issues. In G. Richards (Ed.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (pp. 2637–2644). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Moore, M.G. (1980) Independent study. In R. Boyd and J. Apps, (eds.) Redefining the Discipline of Adult Education. San Francisco: Jossey-Bass, pp. 16–31. Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed.) Theoretical principles of distance education. New York: Routledge. Moore, M.G., & G. Kearsley. (2012) Distance Education: A Systems View, 3rd Edition. Belmont, Calif.: Wadsworth. Paul, R., Swart, W., Zhang, A., & MacLeod, K. (2015). Revisiting Zhang's scale of transactional distance: refinement and validation using structural equation modeling, Distance Education, DOI: 10.1080/01587919.2015.1081741. Published online, in https://dx.doi.org/10.1080/01587919.2015.1081741. Saba, F. & Shearer, R. (1994). Verifying key theoretical concepts in a dynamic model of distance education. The American Journal of Distance Education, 9(3). Swart, W., MacLeod, K., Paul, R., Zhang, A., & Gagulic, M. (2014). Relative Proximity Theory: