An examination of the effectiveness of online education in terms of student satisfaction anfaculty members’ views

Abstract

The aim of this study is to examine the effectiveness of online (distance) education in higher education through a holistic perspective based on student satisfaction and faculty members’ views. A mixed-methods approach was employed, adopting an explanatory sequential design. Quantitative data were collected through the Distance Education Satisfaction Questionnaire administered to university students, while qualitative data were obtained via semi-structured interviews conducted with faculty members. Descriptive statistics, correlation analysis, independent samples t-test, and one-way analysis of variance (ANOVA) were used to analyze the quantitative data, whereas qualitative data were analyzed using descriptive analysis. The findings revealed that students reported a high level of satisfaction with the technical infrastructure and system operation of distance education; however, the pedagogical effectiveness of online education was perceived to be lower compared to face-to-face education. Analyses based on gender indicated that male students demonstrated significantly higher satisfaction levels with distance education than female students. In terms of age, the results showed that adaptability to and satisfaction with online education increased as age increased, with students aged 26 and above perceiving online education as more effective. Satisfaction with technical infrastructure did not show a significant difference based on gender or age. Qualitative findings indicated that faculty members’ technological, pedagogical, and communication competencies play a decisive role in learning effectiveness and student motivation. Overall, the results suggest that while technical infrastructure is necessary, it is not sufficient on its own; interaction, pedagogical design, and faculty competencies are the key determinants of student satisfaction in distance education.

Keywords: Distance education, online learning, student satisfaction, faculty members’ views, digitalization in higher education, mixed methods