STUDENTS SATISFACTION WITH LEARNING ENVIRONMENT IN DISTANCE LEARNING UNIVERSITIES IN NIGERIA (EDUCATION PROJECT TOPICS AND MATERIALS)
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Distance learning, sometimes called e-learning, is a formalized teaching and learning system specifically designed to be carried out remotely by using electronic communication. Because distance learning is less expensive to support and is not constrained by geographic considerations, it offers opportunities in situations where traditional education has difficulty operating. Students with scheduling or distance problems can benefit, as can employees, because distance education can be more flexible in terms of time and can be delivered virtually anywhere (Wikipedia, 2015).
Studies indicate that distance learning can be as effective as the traditional format and even more satisfactory to students when the methods are appropriate to the teaching tasks, there is student-teacher interaction, and the teachers provide students with appropriate and timely feedback.
Distance education has become widespread in the past 10 years. Universities and corporations are seeking to become involved in this ‘‘re-invented’’ form of education. The total enrollment in courses delivered through various forms of distance education between 1997 and 1998 has been estimated at 1.6 million students.
Higher education has become a booming business with annual revenues of 225 billion dollars in 1999. It appears that universities, corporations and governments are profiting from this new learning environment. Considering that more people are pursuing a second degree after earning a baccalaureate, and more full-time employees are seeking to advance their careers by taking training courses, it is important to investigate the level of student satisfaction with the learning environment as the market will continue to grow.
Student satisfaction is an important indicator of the quality of learning experiences (Moore & Kearsley, 1996; Yukselturk & Yildirim, 2008). It is worthwhile to investigate student satisfaction in distance learning settings because new technologies have altered the way that students interact with instructors and classmates (Kaminski, Switzer, & Gloeckner, 2009). The quality of interaction in distance learning settings may depend to a large extent on the technology tools utilized during learning (Parsad & Lewis, 2008). Lack of confidence in using information and communication technology (ICT) may decrease students’ satisfaction during distance learning instruction and in turn lower their performance. As opposed to face-to-face instruction, the nature of distance learning demands greater responsibility on the part of learners (Moore & Kearsley, 1996). Distance learners who are unable to regulate learning efficiently are unlikely to be satisfied (Artino, 2007; Puzziferro, 2008).
