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Distance Education Satisfaction in Higher Education Students During COVID-19 Pandemic: A Survey

Year 2024, Volume: 14 Issue: 1, 1 - 16, 30.04.2024

Hakan Eygü

https://doi.org/10.53478/yuksekogretim.1167469

Abstract

The primary aim of the study was to investigate the relationship between the demographic and socioeconomic conditions of students and their satisfaction regarding distance education in Turkey. As data collection tool, a questionnaire form was created and used in order to assess the opinions of university students about distance education offered due to pandemic process. Four different models were used to investigate the significance of the relationships between the variables. Ordered logistic regression, ordered probit regression, generalized ordered logistic regression, and generalized ordered probit regression were used to determine the factors associated with the individual satisfaction levels of distance education. According to the model comparison criteria, generalized ordered logistic regression produced the best model. Further results generated by this model indicated that gender, status, age, schoolroom, marital status, location at the university, level of computer use, father’s and mother’s education level, and the university location variables had an effect on satisfaction regarding distance education. The present study determined the relationship between several factors regarding the university students, including marital status, age, income level, the region of the university, and their level of computer use, and their satisfaction level with regards to the distance education. Appropriate educational techniques should be emphasized by considering the variables that this study reveals and that have a significant relationship between them in terms of students' satisfaction with the education they receive.

Keywords

Distance education higher education students student satisfaction generalized ordered models

References

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Covid-19 Pandemi Sürecinde Yükseköğretim Öğrencilerinin Uzaktan Eğitim Memnuniyeti: Bir Araştırma

Year 2024, Volume: 14 Issue: 1, 1 - 16, 30.04.2024

Hakan Eygü

https://doi.org/10.53478/yuksekogretim.1167469

Abstract

Araştırmanın amacı, Türkiye'de öğrencilerin demografik ve sosyoekonomik durumları ile uzaktan eğitime ilişkin memnuniyetleri arasındaki ilişkiyi incelemektir. Veri toplama aracı olarak, üniversite öğrencilerinin pandemi süreci nedeniyle sunulan uzaktan eğitime ilişkin görüşlerini değerlendirmek amacıyla bir anket formu oluşturulmuş ve kullanılmıştır. Değişkenler arasındaki ilişkilerin anlamlılığını araştırmak için dört farklı model kullanılmıştır. Uzaktan eğitimin bireysel memnuniyet düzeyleri ile ilişkili faktörleri belirlemek için sıralı lojistik regresyon, sıralı probit regresyon, genelleştirilmiş sıralı lojistik regresyon ve genelleştirilmiş sıralı probit regresyon kullanılmıştır. Uygulanan yöntemler arasında en iyi model genelleştirilmiş sıralı lojistik regresyon modeli olarak belirlenmiştir. Bu modelle elde edilen diğer sonuçlar, cinsiyet, statü, yaş, derslik, medeni durum, üniversitedeki konum, bilgisayar kullanım düzeyi, anne ve babanın eğitim düzeyi ve üniversitenin bulunduğu yer değişkenlerinin uzaktan eğitime ilişkin memnuniyet üzerinde etkili olduğu belirlenmiştir. Bu çalışmanın ortaya koyduğu ve öğrencilerin aldıkları eğitimden memnuniyetleri açısından aralarında anlamlı ilişki bulunan değişkenler dikkate alınarak uygun eğitim teknikleri üzerine eğitim politikalar geliştirilmelidir.

Keywords

Uzaktan eğitim yükseköğretim öğrencileri öğrenci memnuniyeti genelleştirilmiş sıralı modeller.

Thanks

Yükseköğretim Dergisi yayın ekibine ilgilerinden dolayı teşekkür ederim.

References

  • Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to Covid 19. International Journal of Educational Research Open, 1, 100011.
  • Aguilera-Hermida, A. P., Quiroga-Garza, A., Gómez-Mendoza, S., Villanueva, C. A. D. R., Alecchi, B. A., &
  • Avci, D. (2021). Comparison of students’ use and acceptance of emergency online learning due to Covid 19 in the USA, Mexico, Peru, and Turkey. Education and Information Technologies, 1-23.
  • AlGerafi, M., & Zhang, W. (2021). How international students in Chinese medical schools perceive distant learning during the Covid-19 Pandemic. Advanced Education, 119-129.
  • Al Lily, A. E., Ismail, A. F., Abunasser, F. M., & Alqahtani, R. H. A. (2020). Distance education as a response to pandemics: coronavirus and Arab culture. Technology in Society, 63, 101317, 1-11.
  • Almaleki, D. A., Alhajaji, R. A., & Alharbi, M. A. (2021). Measuring students' interaction in distance learning through the electronic platform and its impact on their motivation to learn during Covid-19 Crisis. International Journal of Computer Science and Network Security, 21(5), 98-112.
  • Arslan, N., & Yilmaz, Y. Distance education and its effect on student satisfaction. Journal of Management and Economics Research, 20(4), 308-334.
  • Avila, E. C., Abin, G. J., Bien, G. A., Acasamoso, D. M., & Arenque, D. D. (2021). Students’ perception on online and distance learning and their motivation and learning strategies in using educational technologies during Covid-19 pandemic. Journal of Physics: Conference Series (Vol. 1933, No. 1, p. 012130). IOP Publishing.
  • Baber, H. (2020). Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of Covid-19. Journal of Education and e-Learning Research, 7(3): 285-292. https://doi:10.20448/journal.509.2020.73.285.292
  • Bakhov, I., Opolska, N., Bogus, M., Anishchenko, V., & Biryukova, Y. (2021). Emergency Distance Education in the Conditions of Covid-19 Pandemic: Experience of Ukrainian Universities. Education Sciences, 11(7): 364.
  • Bergdahl, N., & Nouri, J. (2021). Covid-19 and Crisis-Prompted Distance Education in Sweden. Technology, Knowledge and Learning, 26(3): 443-459.
  • Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., ... & Huang, B. (2004). How doesdistance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379-439.
  • Buluk, B., & Eşitti, B. (2020). Koronavirüs (COVID-19) sürecinde uzaktan eğitimin turizm lisans öğrencileri tarafindan değerlendirilmesi. Journal of Awareness, 5(3), 285-298.
  • Chen, Y., Hou, A. Y. C., & Huang, L. (2021). Development of Distance education in Chinese higher education in perspectives of accessibility, quality and equity under Covid-19.” Asian Education and Development Studies. https://doi.org/10.1108/AEDS-05-2020-0118
  • Cicha, K., Rizun, M., Rutecka, P., & Strzelecki, A. (2021). Covid-19 and higher education: first-year students’ expectations toward distance learning. Sustainability, 13(4), 1889.
  • Clark, J. T. (2020). Distance education. In Clinical engineering handbook (pp. 410-415). Academic Press.
  • Cole, A. W., Lennon, L., & Weber, N. L. (2021). Student perceptions of online active learning practices and online learning climate predict online course engagement. Interactive Learning Environments, 29(5), 866-880.
  • Council of Higher Education, Retrieved September 04, 2021, https://www.yok.gov.tr/en/homepage
  • Çelik, A. K., Oktay, E., & Akbaba, A. İ. (2014). An ordered logit Analysis of Inpatient and Outpatient Satisfaction in a Turkish State Hospital. Istanbul University Journal of the School of Business, 43(2), 237-250. Retrieved March 5.
  • Çelik, A. K. (2013). Karayolu Tarfik Kazalarına Etki Eden Risk Faktörlerinin Çok Durumlu Logit Modeli İle Analizi: Erzurum ve Kars İlleri Örneği, Atatürk Üniversitesi, Sosyal Bilimler Enstitüsü, İşletme Ana Bilim Dalı, Erzurum Dindar, M., Çelik, I., & Muukkonen, H. (2022). # WedontWantDistanceEducation: a thematic analysis of higher education students’ social media posts about online education during Covid-19 pandemic. Technology, Knowledge and Learning, 1-19.
  • Evans, T., & Nation D. (1993). Introduction: reforming in open and distance education: reforming open and distance education. London: Kogan Page.
  • Eygü H., & Karaman, S. (2013). A study on the satisfaction perceptions of the distance education students. Kırıkkale University Journal of Social Sciences, 3(1): 36-59. Retrieved November 9, 2020, from
  • Eygu, H., & Gulluce, A. C. (2017). Determination of customer satisfaction in conservative concept hotels by ordinal logistic regression analysis. Journal of Financial Risk Management, 6(03): 269. https://doi.org/10.4236/jfrm.2017.63020
  • Eygü, H., & Kılınç, A. (2019). Sosyo-ekonomik gelişmişlik algısı üzerinde etkili olan faktörlerin sıralı logit model yardımıyla araştırılması: Erzurum-Kayseri örneği. Journal of Academic Value Studies, 5(5). https://doi.org/10.29228/javs.38807
  • Eygü, H., & Eygü, S. (2022). Factors affecting perceived learning satisfaction in distance education in Turkey. Cukurova University Faculty of Education Journal, 51(3), 1769-1790. https://doi.org/10.14812/cufej.1177360
  • Fırat, M., Kılınç, H., & Yüzer, T. V. (2018). Level of Intrinsic Motivation of Distance Education Students in E‐learning Environments. Journal of Computer Assisted Learning, 34(1), 63-70. Fredericksen, E., Swan, K., Pelz, W., Pickett, A., & Shea, P. (1999). Student satisfaction and perceived learning with online courses-principles and examples from the SUNY learning network. The Stata University of New York.
  • Garrison, D. R., & Shale, D. (1987). Mapping the boundaries of distance education: problems in defining the field. American Journal of Distance Education, 1(1): 7-13.
  • Gerçek, H., Aytar, A., & Aytar, A. (2023). Covid-19 Pandemi Sürecinde Uzaktan Eğitim Alan Öğrencilerin Uzaktan Eğitime Bakış Açıları ve Memnuniyetlerinin Değerlendirilmesi. Adnan Menderes Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 7(1), 198-207.
  • Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of Covid 19. Education and Information Technologies, 1-25.
  • Göksu, İ., Ergün, N., Özkan, Z., & Sakız, H. (2021). Distance education amid a pandemic: which psycho‐demographic variables affect students in higher education?. Journal of Computer Assisted Learning.
  • Gunawardena, C. N., & McIsaac, M. S. (2013). Distance education. In Handbook of research on educational communications and technology (pp. 361-401). Routledge. Retrieved September.
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Details

Primary Language English
Subjects Higher Education Studies (Other), Studies on Education
Journal Section Original Empirical Research
Authors

Hakan Eygü 0000-0002-4104-2368

Early Pub Date April 26, 2024
Publication Date April 30, 2024
Published in Issue Year 2024 Volume: 14 Issue: 1

Cite

APA Eygü, H. (2024). Distance Education Satisfaction in Higher Education Students During COVID-19 Pandemic: A Survey. Yükseköğretim Dergisi, 14(1), 1-16. https://doi.org/10.53478/yuksekogretim.1167469
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