Satisfaction of Students and Faculty in Distance Education (original) (raw)
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Contemporary Educational Technology, 2011
Most of the people in Pakistan perceive distance learning as of poor quality. Therefore, the researchers conducted this study to find out whether it's only people's perception or is there anything in reality, concerning the poor performance of the distance learning students compared to traditional students. Consistent with this rationale, the main purpose of this study was to examine the relationship between student satisfaction and the following variables of the distance learning environment: Instructors' performance, course evaluation, and student-instructor interaction. The sample consisted of 245 students of Allama Iqbal Open University of Pakistan. Keeping in view the nature of relationships among the variables, correlation matrix and regression analysis in addition to frequency analysis were used to analyze the findings. The results showed that just like in traditional education, in distance learning at AIOU, enough interaction takes place between students and instructors; courses are up to date and well-designed; instructors are devoted, motivated, and equipped with the required competencies. Moreover, the faculty at AIOU is delivering distance courses that meet students' needs with regard to student-instructor interaction, instructor performance, and course evaluation.
Possible Factors Determining Satisfaction of Distance Education Among University Students
Problems of Education in the 21st Century
The aim of the study was to find out the factors, which significantly affected satisfaction with distance education among university students (undergraduate students). Complete data were obtained from 1283 respondents from different faculties in Czech Republic during the second term in academic year 2021/2022. The items in research tool were Likert type and also semantic differential was used. The descriptive, inferential and multidimensional statistic were used for data evaluation. Independent variables like: Evaluation factor for full-time form; Activity factor for full-time form; Difficulty factor for combined form; Evaluation factor for combined form; Activity factor for combined form; Perception of distance learning through negatives and Perception of distance learning through positives were as significant, which influenced satisfaction with distance education. Implications for pedagogical practice are presented in the conclusion part. Keywords: multiple regression model, quant...
ANALYSIS OF DISTANCE EDUCATION STUDENTS’ OPINIONS AND SATISFACTION LEVELS OF THEIR PROGRAMS
Evaluation of opinions and satisfaction levels of students who continue their education through distance education programs is crucial in detecting the problems encountered in the programs and in improving them. The purpose of this study is to identify student evaluations and satisfaction levels concerning the pedagogical dimension of distance education programs. The single screening model was used in this quantitative study. The criterion sampling method, one of the purposeful sampling methods, was used in determining the universities whose distance education system would be examined. The study population consisted of universities offering distance education in Istanbul; the study sample consisted of 5 universities, among universities with at least 3 years distance education experience, which offered at least one of the associate degree, bachelor's degree or master's degree programs online and which had various learning management systems. The satisfaction questionnaire, developed by the researcher, was used as the data collection instrument; the pilot study of the questionnaire was applied on 194 distance education program students. The Cronbach alpha coefficient was observed to be 0.988 and the questionnaire was accepted to be reliable. Data were collected from 533 students studying in the distance education programs in the universities within the study sample. Data collected from the questionnaire were analyzed through the SPSS (Version 20) software. Findings suggest that students find it necessary to develop distance education programs in course design and content, the teaching and learning process, educational materials, the support provided and European Journal of Open Education and E-learning Studies-Volume 1 │ Issue 1│ 2016 153 assessment-evaluation. It is suggested that evaluating distance education programs in regular intervals and making improvements based on evaluation findings will enhance the quality of the education provided.
2018
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...
Differences in Students` Satisfaction with Distance Learning Studies
2012
Rapid growth of distance learning resulted in importance to conduct research on students’ satisfaction with distance learning because differences in students’ satisfaction might influence educational opportunities for learning in a relevant Web-based environment. In line with this, this paper deals with satisfaction of students with distance module at Faculty of organizational sciences (FOS) in Serbia as well as some factors affecting differences in their satisfaction . We have conducted a research on a population of 68 first-year students of distance learning studies at FOS. Using statistical techniques, we have found out that there is no significant difference in students’ satisfaction with distance learning module between men and women. In the same way, we also concluded that there is a difference in satisfaction with distance learning module regarding to student’s perception of opportunity to gain knowledge as the classic students. Keywords—distance learning, students’ satisfaction
International Journal of Education, 2014
The aim of this study was to determine the predictors of success and satisfaction in an undergraduate distance education ELL degree program in Turkey. In this study, the independent variables are instructor support, student interaction and collaboration, personal relevance, authentic learning, active learning, and student autonomy and the dependent variables are student success and student satisfaction. The participants were 85 distance education students enrolled at the English Language and Literature Distance Education Program at Karabük University. In order to collect data, Education Learning Environment Survey (DELES), developed and validated by Walker and Fraser (2003), was used. This survey includes six psycho-social scales: 1) instructor support, 2) student interaction and collaboration, 3) personal relevance, 4) authentic learning, 5) active learning, and 6) student autonomy. In order to ascertain the relation between the variables, a correlation analysis was carried out. A moderate level of correlation was observed among the variables of the study. In addition, two regression tests were administered in order to measure the influence of the independent variables on both success and satisfaction. The results indicate that the predictors of student satisfaction are instructor support, authentic learning, and personal relevance, whereas the only strong predictor of academic success was authentic learning.
2012
The technology has embraced the innovative learning methodologies. Distance Learning has taken the place of traditional face-to-face educational environment. The purpose of this study was to compare the level of student satisfaction of graduate distance learning educational psychology course to a traditional classroom educational psychology course taught by the same instructor. Population of the study consisted of Graduate students in course educational psychology during fall semester 2009. Study was descriptive in nature and findings were drawn after the descriptive analysis. Likert scale was used to determine the level of satisfaction between both groups. On the basis of findings, It was concluded that distance learning and traditional classroom students experienced a high level of satisfaction .It was determined that there was very slightly difference in the levels of student satisfaction in the distance learning and traditional classroom students.
Asian Business Research
The Higher Education Institutions (HEIs) in Lebanon have been heavily impacted since the COVID-19 pandemic outbreak. The majority of the institutions had to react to the sudden decision to go online. In fact, they had to develop unplanned E-learning programs to assure the academic year’s survival. In Lebanon, the Ministry of Education & Higher Education (MEHE) has ordered all educational institutions, public and private, to stop physical learning and start implementing E-learning through various online platforms. Because of Lebanon’s unprepared infrastructure, students in universities struggled to continue their studies and to keep pace with others who have better situations. The purpose of this study is to assess the factors that may impact the success of E-learning in Lebanese universities and that affect students’ satisfaction in adapting to this unplanned phase. The study is quantitative, explorative, descriptive and causal. A questionnaire was designed to collect primary data f...
Considering Students\u27 Perceptions: The Distance Education Student Satisfaction Model
2008
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...
Academic performance of students on the grounds of their satisfaction with distance education
International Journal of Innovation and Learning, 2018
This article aims to define how the learning outcomes in distance education (DE) in Brazil are influenced by student satisfaction. In particular, it will help us to understand which aspects of the business courses in DE are providing higher satisfaction to their students. Thus, it was decided to adopt a mixed method research strategy consisting of a survey and archival investigations. Based on a special extraction of micro-data from the 2012 National Student Performance Exam (ENADE), records of 39,190 students enrolled in the distance education format were combined with 5,087 valid responses to a survey conducted using an electronic questionnaire. The use of partial least squares structural equation modelling allowed us to infer the nomological validity of the constructs. Among the results, it should be highlighted that the hypotheses of a positive association between satisfaction with interactivity, and with performance and the students' learning results were sustained.