The effect of distance education quality on university students' academic achievement and satisfaction levels

Distance education, which originated in the 1830s with Sir Isaac Pitman's correspondence-based shorthand instruction in England, has evolved significantly over time. Key milestones in its development include the proliferation of radio and television technologies in the 20th century, the establishment of the Open University in 1969, the widespread adoption of the internet in the 1990s, the rise of Massive Open Online Courses (MOOCs) in the early 2000s, and the global shift toward remote learning prompted by the Covid-19 pandemic in 2020. Particularly during the pandemic, distance education gained unprecedented popularity, fostering intense competition among educational institutions. In this context, enhancing service quality has become a critical factor for institutional success. This study aims to examine the impact of service quality provided by the Continuous Education Application and Research Center of Selçuk University on university students' academic success and satisfaction. The central research question guiding this study is: "To what extent does the quality of services offered by continuous education centers influence students' academic achievement and satisfaction?" The findings revealed that the highest levels of student perception and expectation were observed in the dimensions of physical features, assurance, reliability, responsiveness, and empathy. Overall, both students' expectations and perceptions regarding service quality were found to be at a moderate level. Additionally, it was concluded that students were generally satisfied with the physical appearance and organization of the institution and its staff.