Possible Factors Determining Satisfaction of Distance Education Among University Students

Chytrý, Vlastimil; Kubiatko, Milan; Pacovský, Libor

doi:10.33225/pec/22.80.811

Cited by 3 publications

(2 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Besides, distance study evaluation depends on students' employment (e.g., working-non-working students) (Benhima, 2021). The results of a study conducted by Czech researchers show that students perceived distance learning as less demanding and were therefore satisfied with this learning method (Chytry et al, 2022). The researchers assume that this may have been due to the different requirements during distance learning, which facilitated the teaching and learning process.…”

Section: International Contextmentioning

confidence: 99%

Distance education quality: First-cycle university students’ position

Lamanauskas

Makarskaitė-Petkevičienė

2023

CONT ED TECHNOLOGY

View full text Add to dashboard Cite

It is obvious that the COVID-19 pandemic has completely changed learning and study processes. It has become a serious test for university students. Although distance study organization, implementation, effectiveness, and the like are actively researched, it is not entirely clear which way of organization studies is the most appropriate and prospective. Too little attention is still paid to the model of distance studies, its implementation and improvement, especially in the future development of distance and mixed distance study organization and implementation. An empirical qualitative study was conducted, the aim of which was to analyze first-cycle (bachelor study) university students’ position on the study quality issue. 132 students in the field of social sciences from three Lithuanian universities participated in the study conducted in January-May 2022. The verbal data obtained were analyzed using quantitative content analysis. The extracted semantic units were grouped into subcategories and categories. It was established that the main advantages of distance studies were convenience and cost-effectiveness, while disadvantages were the deterioration of the study organization and the deterioration of quality. The ways (directions) of quality distance study improvement can also be seen, i.e., the study process realization improvement (e.g., the content presentation improvement, an increase in interactivity), and study organization improvement (e.g., teacher competence improvement and optimization of the schedule). Despite the revealed shortcomings, more than two-thirds of students positively value the possibility of continuing the study process remotely after the pandemic. More detailed research is needed on the impact of the pandemic on university studies and the further organization and implementation of distance studies.<i> </i>

show abstract

Section: International Contextmentioning

confidence: 99%

Distance education quality: First-cycle university students’ position

Lamanauskas

Makarskaitė-Petkevičienė

2023

CONT ED TECHNOLOGY

View full text Add to dashboard Cite

show abstract

“…Chytrý et al [29] discussed the impact of the educational elements on distance teaching. Chytry et al [30] explored the significant factors influencing satisfaction with distance education among college students. Comprehensive data were collected from 1283 respondents.…”

Section: Related Workmentioning

confidence: 99%

Improving Massive Open Online Course Quality in Higher Education by Addressing Student Needs Using Quality Function Deployment

Li,

Gu,

Chen

et al. 2023

Sustainability

View full text Add to dashboard Cite

Massive Open Online Courses (MOOCs) are playing an increasingly important role in higher education. However, some MOOCs still suffer from low quality, which hinders the sustainable development of higher education. Course characteristics reflect students’ needs for online learning and have a significant impact on the quality of MOOCs. In the course improvement process, existing research has neither improved the MOOC quality from the perspective of student needs nor has it considered resource constraints. Therefore, to deal with this situation, we propose a student-needs-driven MOOC quality improvement framework. In this framework, we first map students’ differentiated needs for MOOCs into quality characteristics based on quality function deployment (QFD). Then, we formulate a mixed-integer linear programming model to produce MOOC quality improvement policies. The effectiveness of the proposed framework is verified by real-world data from China’s higher education MOOCs. We also investigate the impacts of budget, cost, and student needs on student satisfaction. Our results revealed that to significantly improve student satisfaction, the course budget needs to be increased by a small amount or the course cost needs to be greatly reduced. Our research provides an effective decision-making reference for MOOC educators to improve course quality.

show abstract