# Exploratory Research on Satisfaction Degree in Distance Education
## 1 Introduction  
During the COVID-19 pandemic, most universities carried out distance education, which means that students could receive education off campus. Research on students' satisfaction with distance education can not only indirectly determine the development direction and intensity of this teaching method but also provide suggestions on how to improve the quality and evaluation method of teaching. The sudden outbreak led to the large-scale use of distance education, which fueled the need for investigating satisfaction with distance education.  
Students' satisfaction with distance education also affects the quality of online courses. There are many factors involved in conducting an online course, such as teachers, students, and platforms. Therefore, different mathematical methods are usually used to study the key factors that affect the learner's satisfaction with distance education in a certain dimension, such as teachers, learning platforms, and curriculum design. This can be found from existing research. Ref. [1] studied teachers' teaching quality and timely feedback, Ref. [2] researched the ease of use of learning platforms, and Ref. [1] focused on other dimensions that are closely related to students' satisfaction with distance education. However, the above studies were based on a certain dimension, from which [1; 3; 4; 5] studied specific factors that affect the satisfaction of students. Unfortunately, the percentage of satisfaction with distance education from a multi-dimensional perspective is rarely studied, but a single influencing factor could not reflect the real situation and cause a great prejudice. In addition, students' satisfaction with distance education should be analyzed using various statistical methods and satisfaction models which have good fitting data and excellent tests; however, the use of these methods is too cumbersome.  
In response to the above problems, this paper proposes analyzing data by comparing the distribution of votes. Since the outbreak of the COVID-19 pandemic, distance education has become more and more normal, but are students and teachers satisfied with this kind of education method? Why or why not? How does it compare with offline education? This paper hopes to comprehensively evaluate students' satisfaction with distance education from multiple dimensions and to explore the key dimensions that affect the degree of satisfaction, which is conducive to later research for further refinement.  
The main the contributions of this paper are as follows:  
* Explore the key factors affecting students' satisfaction with distance education from the perspective of teachers, platform dimensions, and local living standards.
* At present, researchers prefer to study the factors that have a positive effect on student satisfaction, while ignoring the factors that have a negative effect on student satisfaction. Therefore, this paper concentrates on research about the negative factors.
* We also analyze the teachers' acceptance of distance education from the perspective of course format and arrangement.  
The content of this paper is organized as following. Section 2 investigates related work regarding students' satisfaction with distance education. Section 3 describes the data source and the method used to compare the distribution of votes. Section 4 shows the survey data and analysis results. Section 5 summarizes the key factors that influence students' satisfaction with distance education and provides suggestions for future distance education.