Abstract:

In evaluating the quality of the courses in distance education, while the students' academic success draws attention, it is necessary to consider the variables such as satisfaction, which expresses the students' affective characteristics. This research aims to determine the educational experiences in the distance learning environment that affect students' satisfaction with emergency distance education during the Covid-19 pandemic. In line with the research purpose, the determinants of student satisfaction regarding instructor support, student interaction and collaboration, personal relevance, authentic learning, active learning, and student autonomy were investigated. The research was conducted with 1549 associate and undergraduate students in the spring term of the 2019-2020 academic year. Regression and CHAID analysis were performed to determine the contribution of the predictor variables to student satisfaction. According to the analysis findings, it was seen that instructor support, authentic learning, student interaction and collaboration, and personal relevance were predictors of student satisfaction in distance education. In addition, the effects of these variables on student satisfaction were investigated within the scope of the research. According to the this finding of the study, it was found that among the students with a high perception of teacher support, those with a heightened perception of personal relevance and a high perception of authentic learning had the highest level of satisfaction. It is foreseen that the study's findings will form the basis for the studies to reflect the student experiences regarding the distance learning process. In addition, it is thought that the research findings will guide the institutions to increase the quality of distance education.

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