Measuring Satisfaction with Distance Education: A Scale Development Study for Secondary and High School Students (original) (raw)
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In the current study, the Distance Education Student Satisfaction Model, estimated as a structural equation model, is proposed to understand better what predicts student satisfaction from online learning environments. In the present study, the following variables are employed based on the Technology Acceptance Model (TAM) (Davis, Bagozzi, & Warshaw, 1989) and literature: computer knowledge, flexibility of distance education, usefulness of distance education, and distance education satisfaction. Results suggest that as long as students have the skills to use online tools and perceive that distance education is a useful and flexible way of learning, communicating, and sharing, their enjoyment from online instruction will be promoted. Ultimately, this satisfaction may lead to higher levels of engagement, learning, and success in the distance education setting. Data collected from 195 undergraduate students are analyzed using Statistical Package for the Social Sciences and Analysis of M...
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This research aims to develop a valid and reliable scale to determine the satisfaction level of university students for distance education applications, which has become an inevitable education method during the COVID-19 epidemic. The research population consists of university students studying in higher education in Turkey as of the 2021-2022 academic year. According to YÖK Statistics, this population is 8,240,997 students. A 35-item data collection form was created with the literature review and expert opinions. Five point Likert Scale has been applied for data collection. Explanatory and confirmatory factor analyzes were performed to determine the scale structure. Six hundred twenty-six university students filled the form. Regarding the scale's reliability, Cronbach's Alpha (Crα) internal consistency coefficient was calculated. As a result of the rotated principal components analysis, the scale reached a 2-dimensional structure consisting of 28 items. The first dimension consists of 22 items, and the second one consists of 6 items. These two dimensions explain 73,166% of the total variance for satisfaction with distance education. Item test correlations of the scale were found between 0.307 and 0.881. As a result of the internal consistency reliability test, the Crα value was 0.980 for the entire 28-item scale. As a result of confirmatory factor analysis; The CFI value of the scale was 0.935, the GFI value was 0.833, and the RMSEA value was 0.076. The result of factor analysis indicates that the scale has a satisfactory level of construct validity with a 2dimensional structure. The item test correlation findings show that the scale items measure the same structure validly. A Crα value higher than 0.70 explains that the scale has a satisfactory level of reliability. In addition, CFI, GFI, and RMSEA values show that the scale is within acceptable limits. Findings regarding the validity and reliability of the scale show that it can be applied to evaluate the satisfaction of university students towards distance education applications. It is evaluated that the scale obtained as a result of the research can be used alone to measure the satisfaction of university students towards distance education applications, or it can be used together with different scales to produce information on a broader level on the subject.
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In the current study, the Distance Education Student Satisfaction Model, estimated as a structural equation model, is proposed to understand better what predicts student satisfaction from online learning environments. In the present study, the following variables are employed based on the Technology Acceptance Model (TAM) (Davis, Bagozzi, & Warshaw, 1989) and literature: computer knowledge, flexibility of distance education, usefulness of distance education, and distance education satisfaction. Results suggest that as long as students have the skills to use online tools and perceive that distance education is a useful and flexible way of learning, communicating, and sharing, their enjoyment from online instruction will be promoted. Ultimately, this satisfaction may lead to higher levels of engagement, learning, and success in the distance education setting. Data collected from 195 undergraduate students are analyzed using Statistical Package for the Social Sciences and Analysis of Moment Structures statistical software. Implications of the findings of the present study are crucial for instructors, practitioners, and institutions planning to offer or currently engaged in offering distance education courses.
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Distance education is usually applied in several parts of the world to provide study opportunities for those who cannot or do not attempt to be involved in classroom instruction. According to some educators, distance education is considered as one of the most important and significant new instructional approaches available for improving teaching and learning in universities nowadays. This has raised important questions about the determining factors which influence learning, satisfaction, and retention of the learners of this academic program because a key concern for most institutions and teachers is whether learners are satisfied with their learning experience or not. Hence, there is a need to study more and in depth on distance education to overcome the types challenges, issues, and identifying factors that influence student satisfaction with online courses. In this paper, the authors review the current literature and discuss possible factors in order to provide appropriate suppor...