An Examination of Factors Affecting Pre-service Science Teachers' Perceived Satisfaction Levels in Distance Education

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dc.authorid0000-0001-6577-0821
dc.authorid0000-0003-0368-6346
dc.authorid0000-0002-0453-1357
dc.contributor.authorArici, Faruk
dc.contributor.authorSalar, Riza
dc.contributor.authorYilmaz, Rabia Meryem
dc.date.accessioned2026-02-28T12:17:42Z
dc.date.available2026-02-28T12:17:42Z
dc.date.issued2025
dc.departmentBayburt Üniversitesi
dc.description.abstractWith the advancement of technology, traditional classroom environments have been increasingly replaced by technology-driven learning settings. This transition has been further accelerated by global crises such as wars, health emergencies, and economic instability, pushing education beyond conventional boundaries. Among these settings, e-learning has significantly enhanced the accessibility and availability of education. This study aimed to examine the relationships between perceived satisfaction, learning outcomes, course structure, course content, instructor role, instructor feedback, and technology quality in e-learning. It also investigated the factors influencing university students' perceived satisfaction in both asynchronous and synchronous e-learning settings. The study involved 247 university students (47 males and 200 females) who participated in a one-year distance education program in science education. After attending synchronous and asynchronous courses for 14 weeks, data was collected. The findings revealed that students did not perceive distance education as more effective than face-to-face instruction. However, with an explained variance of 77%, the proposed model demonstrated that learning outcomes, course structure, course content, instructor role, instructor feedback, and technology quality significantly influenced perceived satisfaction. Among these, learning outcomes, course content, and technology quality had a direct impact. These findings highlight the need for educational institutions to enhance the quality of course content, technology infrastructure, and learning outcomes in e-learning environments to improve student satisfaction and engagement.
dc.identifier.doi10.1007/s10758-025-09834-w
dc.identifier.endpage934
dc.identifier.issn2211-1662
dc.identifier.issn2211-1670
dc.identifier.issue2
dc.identifier.scopus2-s2.0-85218754323
dc.identifier.scopusqualityQ1
dc.identifier.startpage911
dc.identifier.urihttps://doi.org/10.1007/s10758-025-09834-w
dc.identifier.urihttps://hdl.handle.net/20.500.12403/5931
dc.identifier.volume30
dc.identifier.wosWOS:001432338800001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofTechnology Knowledge And Learning
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20260218
dc.subjectDistance education and learning
dc.subjectTeacher professional development
dc.subjectImproving classroom teaching
dc.subjectMedia in education
dc.titleAn Examination of Factors Affecting Pre-service Science Teachers' Perceived Satisfaction Levels in Distance Education
dc.typeArticle

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