Resumen de The university students’ self‑regulated efort, fexibility and satisfaction in distance education

Zeynep Turan, Sevda Kucuk, Sinem Cilligol Karabey

• Distance education ofers fexible learning opportunities in terms of time, place and learning speed to teachers and students through internet technologies. However, the learning opportunities provided in distance education environments require students to act more autonomously and take more responsibility for regulating their learning processes to achieve their learning goals. For this reason, it is crucial to reveal the relationships between fexibility, self-regulated efort and satisfaction factors to provide efcient and efective learning environments in distance education. Accordingly, within the scope of this study, it is aimed to investigate university students’ perceptions of fexibility, self-regulated efort and satisfaction with the distance education process, and their views on distance education. Survey research was used as the research method in the study. The study sample consisted of 1760 university students studying at 28 diferent universities. Data were analysed using t-test, ANOVA, and regression methods. As a result of the study, male students were more satisfed with distance education than female students, and education faculty students had the highest level of satisfaction. In addition, self-regulated efort and fexibility variables were signifcant factors afecting students’ satisfaction towards distance education. Furthermore, the advantages and problems of distance education and suggestions for future distance learning environments were presented in the light of students views. Finally, the study’s implications and various recommendations for practitioners and researchers were discussed in detail.