Differences in Students` Satisfaction with Distance Learning Studies

Authors: Ana Horvat, Maja Krsmanovic, Mladen Djuric

Abstract:

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

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1072728

References:

[1] American Distance Education Consortium (ADEC). (n.d.). Quality framework for online education. Lincoln, NE: Author. Retrieved December 28, 2008, from http://www.adec.edu/earmyu/SLOANC~41.html
[2] Arbaugh, J. B., & Stelzer, L. (2003). Learning and teaching management on the Web: what do we know? In C. Wankel & R. DeFillipi (Eds), Educating managers with tomorrow-s technologies (17-51). Greenwich, CT: Information Age.
[3] Astin, A.W. (1993). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass.
[4] Astleitner, H., & Steinberg, R. (2005). Are there gender differences in web-based learning? An integrated model and related effect sizes. AACE Journal, 13 (1), 47-63.
[5] Barret, E., & Lally V. (1999). Gender differences in an on-line learning environment, Journal of Computer Assisted Learning, 15 (1), 48-60.
[6] Bidjerano, T. (2005). Gender differences in self-regulated learning. Paper presented at the Annual Meeting of the Northeastern Educational Research Association, October 19-21, Kerhonkson, NY, USA.
[7] Carr, S. (2000, February 11). As distance education comes of age, the challenge is keeping the students. Chronicle of Higher Education, 46(23), A39-A41.
[8] Chyung, S. Y. (2007). Age and gender differences in online behavior, self-efficacy and academic performance. Quarterly Review of Distance Education, 8 (3), 213-222.
[9] Fraser, B. J. (1998). The birth of a new journal: Editor-s introduction. Learning Environments research, 1 (1), 1-5.
[10] González-Gómez, F., Guardiola, J. and Rodríguez, Ó. M. (2011). Gender differences in e-learning satisfaction, To appear in: Computers & Education, Reference: CAE 1959, Accepted Date: 11 August 2011.
[11] Gunn, C., McSporran, M., Macleod, H., & French, S. (2003). Dominant or different? Gender issues in computer supported learning. Journal of Asynchronous Learning Networks, 7, 14-30.
[12] Ho, Ch. and Dzeng, R. (2010). Construction safety training via e- Learning: Learning effectiveness and user satisfaction. Computers & Education, 55, 858-867.
[13] Hollis V. & Madill H. (2006) Online learning: the potential for occupational therapy education. Occupational Therapy International 13, 61-78.
[14] Kember, D., & Leung, D. Y. P. (2005a). The influence of active learning experiences on the development of graduate capabilities. Studies in Higher Education, 30 (2), 157-172.
[15] Kember, D., & Leung, D. Y. P. (2006). Characterising a teaching and learning environment conducive to making demands on students while not making their workload excessive. Studies in Higher Education, 31 (2), 185-198.
[16] Kenny, J. (2003, March). Student perceptions of the use of online learning technology in their courses. ultiBase Articles. Retrieved December 28, 2008, from http://ultibase.rmit.edu.au/Articles/march03/kenny2.pdf
[17] Lu, H. and Chiou, M. (2010). The impact of individual differences on elearning system satisfaction: A contingency approach. British Journal of Educational Technology, 41(2), 307-323.
[18] Lu, J., Yu, C,-S., & Liu, C. (2003). Learning style, learning patterns and learning performance in a WebCT-based MIS course. Information & Management, 40, 497-507.
[19] Muilenburg, L.Y., & Berge, Z.L. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26(1), 29-48.
[20] Noel-Levitz. (2004). Priorities survey for online learners. Retrieved May 24, 2005, from http:// www.noellevitz.com/NR/rdonlyres/25818F7F- 0AD9-406E-BA02-45CB3CBC9D96/0/2004OnlineLrnrPriorrpt.pdf
[21] Ory, J. C., Bullock, C., & Burnaska, K. (1997). Gender similarity in the use of and attitudes about ALN in a university setting. Journal of Asynchronous Learning Networks, 1 (1), 1-17.
[22] Price, L. (2006). Gender differences and similarities in online courses: challenging stereotypical views of women. Journal of Computer Assisted Learning, 22, 349-359.
[23] Rovai, A. P., & Baker, J. D. (2005). Gender differences in online learning: Sense of community, perceived learning, and interpersonal interactions. The Quarterly Review of Distance Education, 6 (1), 31-44.
[24] Ru-Si Chen and Chin-Chung Tsai (2007). Gender Differences in Taiwan University Students- Attitudes toward Web-Based Learning, Cyberpsychology & Behaviour, Volume 10, Number 5.
[25] Schmidt, E. K., & Gallegos, A. (2001). Distance learning: Issues and concerns of distancelearners. Journal of Industrial Technology, 17 (3), 2- 5.
[26] Sierra, C., & Wang, M. (2002). Gender, discourse style, and equal participation in online learning. In G. Richards (Ed.), Proceedings of ELearn 2002 Conference (pp. 2364-2367), Chesapeake, VA: AACE.
[27] Sullivan, P. (2001). Gender differences and the online classroom: male and female college students evaluate their experiences. Community College Journal of Research and Practice, 25, 805-818.
[28] Wolf A. (1998) Exposing the great equalizer: demythologizing internet equity. In Race, Class and Gender on the Internet (ed. B. Ebo), pp. 15- 32. Praeger, Westport, CT.
[29] Yates S.J. (2001) Gender, language and CMC for education. Learning and Instruction 11, 21-34.
[30] Yukselturk, E., & Bulut, S. (2007). Predictors for Student Success in an Online Course. Educational Technology & Society, 10 (2), 71-83.