Abstract
References
- Alea, L. A., Fabrea, M. F., Roldan, R. D. A., & Farooqi, A. Z. (2020). Teachers’ Covid-19 awareness, distance learning education experiences and perceptions towards institutional readiness and challenges. International Journal of Learning, Teaching and Educational Research, 19(6), 127-144.
- Alghamdi, A., Karpinski, A. C., Lepp, A., & Barkley, J. (2020). Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender. Computers in Human Behavior, 102, 214-222. https://doi.org/10.1016/j.chb.2019.08.018
- Antonio, A., Probitchado, R., Ricohermoso, C., Saavedra, A., & de la Rama, J. M. (2020). Gender differences in technological competence among science teachers: implications. International Journal of Advanced Science and Technology, 29(7), 13257-13268.
- Aparicio, M., Bacao, F., & Oliveira, T. (2017). Grit in the path to e-learning success. Computers in Human Behavior, 66, 388–399. https://doi.org/10.1016/j.chb.2016.10.009
- Aretouli, E., Papathanasiou, J., Konstantinopoulou, E., Armenia, S., Miricescu, D., Stankovic, J., Tsaples, G., & Aretoulis, G. (2024). Gender differences in beliefs and preferences about distance learning among educators: evidence from four European countries, Inted 2024 proceedings, pp. 7323-7328. doi: 10.21125/inted.2024
DETERMINATION OF FACTORS AFFECTING THE SATISFACTION OF INSTRUCTORS IN DISTANCE EDUCATION USING CHAID ANALYSIS
Abstract
The most effective stakeholders of distance education processes are the instructors who carry out and manage the teaching processes. Instructors are expected to master the process in order to carry out distance education effectively and efficiently. One of the most important factors affecting this situation is the satisfaction level of the instructors who gave courses in the distance education process. Thus, this study aims to determine the factors that affect the satisfaction levels of instructors. A satiscaftion survey consisting of 11 questions was administered to 741 instructors who gave courses in the distance education process at a Turkish State University. The survey data were analyzed by CHAID method. The findings indicated that the general satisfaction of the instructors was at a good level. Also, it was determined that the suitability of the course for distance education, the willingness to teach online, gender, Internet Access/speed, and age played an important role in instructors’ satisfaction levels.
References
- Alea, L. A., Fabrea, M. F., Roldan, R. D. A., & Farooqi, A. Z. (2020). Teachers’ Covid-19 awareness, distance learning education experiences and perceptions towards institutional readiness and challenges. International Journal of Learning, Teaching and Educational Research, 19(6), 127-144.
- Alghamdi, A., Karpinski, A. C., Lepp, A., & Barkley, J. (2020). Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender. Computers in Human Behavior, 102, 214-222. https://doi.org/10.1016/j.chb.2019.08.018
- Antonio, A., Probitchado, R., Ricohermoso, C., Saavedra, A., & de la Rama, J. M. (2020). Gender differences in technological competence among science teachers: implications. International Journal of Advanced Science and Technology, 29(7), 13257-13268.
- Aparicio, M., Bacao, F., & Oliveira, T. (2017). Grit in the path to e-learning success. Computers in Human Behavior, 66, 388–399. https://doi.org/10.1016/j.chb.2016.10.009
- Aretouli, E., Papathanasiou, J., Konstantinopoulou, E., Armenia, S., Miricescu, D., Stankovic, J., Tsaples, G., & Aretoulis, G. (2024). Gender differences in beliefs and preferences about distance learning among educators: evidence from four European countries, Inted 2024 proceedings, pp. 7323-7328. doi: 10.21125/inted.2024
Details
| Primary Language | English |
|---|---|
| Subjects | Curriculum and Instration (Other) |
| Journal Section | Articles |
| Authors | |
| Publication Date | April 1, 2025 |
| Submission Date | May 9, 2024 |
| Acceptance Date | June 11, 2024 |
| Published in Issue | Year 2025 Volume: 26 Issue: 2 |