# Exploratory Research on Satisfaction Degree in Distance Education
## 2 Related Work  
Studies of satisfaction with distance education mainly study the degree of satisfaction and the influencing factors of teachers and students on distance education. Satisfaction with distance learning includes not only the initial satisfaction with the learning methods but also the degree of satisfaction after receiving that education. Students' degree of satisfaction with distance learning is usually analyzed from three dimensions: teachers, learning platforms, and curriculum design in existing literature. Based on a questionnaire survey, Ref. [3] found that the teacher-student interaction is a factor that affects students' distance learning satisfaction. From a teacher's perspective, through a survey of students who participated in the MBA distance education program at Sakaria University in Turkey, Ref. [5] proved that lecturers have an impact on students' satisfaction with distance education. Ref. [4] proved that teaching quality has an important influence on satisfaction with distance students. Ref. [1] discussed the impact on satisfaction with distance education from the dimensions of the instructor's understanding of the course, timely feedback, and constructive opinions. Ref. [6] found that the platform used by distance education is a technical environment that university students rely on for distance learning. Ref. [7] proposed that students' satisfaction should be improved regarding the learning content, media, course design, system design, technology, and interaction. Ref. [2] analyzed the satisfaction of students about the distance learning platform by extending the Technology Acceptance Model (TAM) and found that the perceived usefulness, perceived ease of use of the platform, students' attitudes, and behavioral intentions of the system are factors that impact student satisfaction in the distance learning environment. Ref. [8] investigated the satisfaction of university students with a 3D virtual campus as a distance teaching platform and found that distance teaching can effectively promote the coordination between family, work, and personal life. Ref. [9] designed a non-simultaneous distance instruction system with affective computing and proved that students tend to show higher satisfaction and better learning results using such a system. In contrast with the traditional face-to-face courses, online courses require more suitable course design. Ref. [10] showed that if online courses are designed with pedagogically sound practices, they can provide the same environment as face-to face courses and achieve similar satisfaction of students. Ref. [11] concluded that the course content and interaction between professors and students perform a significant positive impact on satisfaction. Ref. [12] found that curriculum design and management system are the key factors that affect satisfaction through the quality perception survey of distance students. Refs. [13; 14] conducted a distance learning survey on students from specific schools and institutions and found that learning results, evaluations, and curriculum resource materials are influence factors for students' satisfaction. In addition to considering multi-dimensional factors, various statistical methods and models, such as correlation analysis method [15], American Customer Satisfaction Index Model (ACSI) [16], and structural equation model (Structural Equation Modeling, SEM) [17], are also used for the analysis and researches of students' satisfaction with distance education. Ref. [18] indicated that the participation satisfaction is an important part of students' satisfaction and that there is still much room for improvement to promote scholars' participation and interaction with students, which are also keys to the success of online courses. [PERSON]. [19] proposed an integrated theoretical framework based on the TAM to study the willingness and acceptance of university students in using distance education.