Distance Learning System in Function of Student Satisfaction for Delivered Quality of Teaching

Aleksandra Vidovic


Higher education is facing enormous changes, and these changes have resulted in faculties having to keep up with them and adapt their activities to the current situation and needs of students. Retaining students and their satisfaction is a constant and continuous job and the basis for sustainable development of the faculty or university.

The very subject of this paper is the satisfaction of users/students with the quality of delivered teaching through distance learning studies, or how students perceive the quality of this type of service.

Therefore, it is posed as a particularly important research problem of this paper-whether and to what extent the efficiency of use of the system of distance learning, affects the current system of education.

Theoretical knowledge was used as a basis for creating a questionnaire whose main purpose was to collect data on the preferences of potential students, but also data on the satisfaction of existing students. The survey, which was conducted among the students, want it will have with e check basic dimensions of quality study distance learning.

The research was realized in cooperation with the Pan-European University Apeiron. 110 students from the Faculty of Law, Economics, Traffic, Sports, Health and Information participated in the research.

Data on gender, age, part-time or full-time study, faculty and year of study were collected. The processing of the results included factor analysis, ANOVA, t-test and chi-square test, using the statistical program for social research SPSS 22.

Based on the above, the following hypotheses were set: H 0-Attitudes of students towards the use of this types of learning are more positive the more students study.

Full Text:


DOI: https://doi.org/10.22158/jbtp.v9n3p64


  • There are currently no refbacks.

Copyright (c) 2021 Aleksandra Vidovic

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © SCHOLINK INC.   ISSN 2372-9759 (Print)    ISSN 2329-2644 (Online)