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Considering Students' Perceptions: The Distance Education Student Satisfaction Model
Educational Technology & Society
  • Ismail Sahin, Selcuk University
  • Mack C Shelley, Iowa State University
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In the current study, the Distance Education Student Satisfaction Model, estimated as a structural equation model, is proposed to understand better what predicts student satisfaction from online learning environments. In the present study, the following variables are employed based on the Technology Acceptance Model (TAM) (Davis, Bagozzi, & Warshaw, 1989) and literature: computer knowledge, flexibility of distance education, usefulness of distance education, and distance education satisfaction. Results suggest that as long as students have the skills to use online tools and perceive that distance education is a useful and flexible way of learning, communicating, and sharing, their enjoyment from online instruction will be promoted. Ultimately, this satisfaction may lead to higher levels of engagement, learning, and success in the distance education setting. Data collected from 195 undergraduate students are analyzed using Statistical Package for the Social Sciences and Analysis of Moment Structures statistical software. Implications of the findings of the present study are crucial for instructors, practitioners, and institutions planning to offer or currently engaged in offering distance education courses.

This article is from Educational Technology & Society 11 (2008): 216. Posted with permission.

This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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International Forum of Educational Technology and Society
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Ismail Sahin and Mack C Shelley. "Considering Students' Perceptions: The Distance Education Student Satisfaction Model" Educational Technology & Society Vol. 11 Iss. 3 (2008) p. 216 - 223
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