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Critical factors affecting student satisfaction in a distance learning environment

Evangelia Lysitsa
Evangelia Lysitsa
 et 
Ilias Mavroeidis
Ilias Mavroeidis
   | 01 mars 2024
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Article Category: Research Article
Publié en ligne: 01 mars 2024
Pages: 1 - 23
DOI: https://doi.org/10.2478/eurodl-2023-0014
Mots clés
© 2024 Evangelia Lysitsa et al., published by Sciendo
This work is licensed under the Creative Commons Attribution 4.0 International License.

ANOVA results comparing the means of variables in relation to employment status

F Sig.
Learner–learner interaction 0.810 0.447
Learner–tutor interaction 0.127 0.881
Self-regulated learning 1.152 0.320
Student satisfaction 3.366 0.038*
Internet self-efficacy 0.525 0.593

Variables in the equation

Variables in the equation
B SE Wald df Sig. Exp(B)
Step 1a Learner–tutor interaction 1.175 0.316 13.792 1 0.000 3.238
Constant -3.244 1.187 7.468 1 0.006 0.039
Step 2b Learner–tutor interaction 1.005 0.316 10.087 1 0.001 2.732
Self-regulated learning 1.101 0.485 5.166 1 0.023 3.008
Constant -6.408 1.900 11.379 1 0.001 0.002

Model summary

Step -2 Log likelihood
1 114.931a
2 109.374a

Classification table

Observed values Predicted values
Satisfaction Correct classification percentage
0.00 1.00
Step1 Satisfaction 0.00 7 21 25.0
1.00 4 90 95.7
Overall percentage 79.5
Step 2 Satisfaction 0.00 9 19 32.1
1.00 4 90 95.7
Overall percentage 81.1

Socio-demographic characteristics of the students participating in the survey

Variable Percentage (%)
Gender Men 58 48.5
Women 64 52.5
Age (years) £30 19 15.6
31–40 55 45.1
41–50 42 34.4
>50 6 4.9
Educational level Tertiary Technical Institute (ATEI) graduates 23 18.9
University (AEI) graduates 71 58.1
Master’s 23 18.9
PhD 5 4.1
Employment status Fully employed 96 78.7
Semi-/part-time employed 17 13.9
Unemployed 9 7.4
Previous experience in distance learning Yes 23 18.9
No 99 81.1

Hosmer–Lemeshow Test

Bήμα Chi-square Df Sig.
1 11.798 8 0.160
2 4.165 8 0.842

Mean and standard deviations

Learner–learner interaction Learner–tutor interaction Self-regulated learning Student satisfaction Internet self-efficacy
Mean 2.53 3.95 3.55 3.67 3.77
Standard deviation 0.86 0.77 0.51 0.91 0.79

ANOVA results comparing the means of variables in relation to the number of modules

F p
Learner–learner interaction 1.061 0.349
Learner–tutor interaction 5.993 0.003*
Self-regulated learning 2.449 0.091
Student satisfaction 0.966 0.384
Internet self-efficacy 1.534 0.220

Classification table Block 0

Observed values Predicted values
Satisfaction Percentage correct
0 1
Step 0 Satisfaction 0 0 28 0.0
1 0 94 100.0
Overall percentage 77.0

Pearson correlation coefficients

Learner–learner interaction Learner–tutor interaction Selfregulated learning Satisfaction
Learner–learner interaction Pearson correlation 1
Sig. (two-tailed)
Learner–tutor interaction Pearson correlation 0.338** 1
Sig. (two-tailed) 0.000
Self-Regulated learning Pearson correlation 0.279** 0.294** 1
Sig. (two-tailed) 0.002 0.001
Satisfaction Pearson correlation 0.276** 0.465** 0.395** 1
Sig. (two-tailed) 0.002 0.000 0.000
Internet Self-efficacy Pearson correlation 0.194* 0.260** 0.322** 0.315**
Sig. (two-tailed) 0.032 0.004 0.000 0.000
eISSN:
1027-5207
Langue:
Anglais
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Sujets de la revue:
Social Sciences, Education, Curriculum and Pedagogy, other
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