<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>Student satisfaction plays a crucial role in assessing the effectiveness of distance education programmes. This is very important for the instructional design in higher education institutes and for educational decision-making and policy. The main purpose of the present study was to examine some key processes that affect learning in a distance education environment and how these influence student satisfaction. The study was conducted in the Hellenic Open University (HOU) through quantitative research involving students from three postgraduate programmes. The main variables examined were internet self-efficacy, student–student and student–tutor interaction, self-regulated learning skills of students and the satisfaction that they receive from participating in distance-learning courses. The results indicated that relatively high levels of these variables were observed, with the exemption of student–student interaction. The correlation coefficients amongst variables were all positive and statistically significant, but were small to moderate. Regarding the effect of demographic parameters, learner–tutor interaction is influenced by the number of modules completed by students, and satisfaction varies significantly between unemployed students and those who are full-time employees. Finally, a logistic regression model was developed with satisfaction as the dependent variable. Self-regulated learning and student–tutor interaction were identified as the main predictors of student satisfaction.</p>
</abstract>

Critical factors affecting student satisfaction in a distance learning environment

<abstract xmlns="http://www.w3.org/1999/xhtml">

<sec>
<h3>Purpose</h3>
<p>The purpose of this paper is to demonstrate the perils and opportunities that digital literacy presents to students through online education schemes. The challenge for university departments regarding digital literacy is twofold: first, to apply digital methods in order to engage students; and second, to form an equity-based pedagogical programme. The shift towards online university education took place abruptly in most Greek state universities from 2020 onwards, due to the COVID-19 restrictive measures, when conventional universities had to adapt to the need for online educational schemes for >2 years.</p>
</sec>
<sec>
<h3>Design/methodology/approach</h3>
<p>A survey was conducted among 135 undergraduate students from the University of Western Macedonia in the Department of Obstetrics. Students were asked to complete a structured anonymous questionnaire. Reliability and descriptive statistics were used to interpret the questionnaire response.</p>
</sec>
<sec>
<h3>Findings</h3>
<p>First, students are deeply concerned about their functional IT skills, which creates a feeling of uncertainty, during the presentation of their assignments. Second, in spite of the obstacle regarding their functional capabilities, online environments seem to have a positive effect on students in the creation of an inclusive online education environment. Third, they feel free to form their digital identity and promote their individual differences and learning needs.</p>
</sec>
</abstract>

The effect of digital literacy on student identity and inclusion: insights from the University of Western Macedonia

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European Journal of Open, Distance and E-Learning

Volume 26 (2024): Issue 1 (March 2024)

Critical factors affecting student satisfaction in a distance learning environment

The effect of digital literacy on student identity and inclusion: insights from the University of Western Macedonia

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