Innovations in Education and Teaching International, 45 (2), pp.115-126. Analyzing Users’ Satisfaction with ELearning Using a Negative Critical Incidents Approach. Turkish Online Journal of Distance Education-TOJDE, 14(1), 85-101.

Identifying factors that contribute to the satisfaction of students in e-learning.

Calli, L., Balcikanlı C., Calli, F., Cebeci, I.Impact of podcasting on student motivation in the online learning environment. Factor influencing faculty satisfaction with online teaching and learning in higher education. International Journal on E-Learning, 3(1), 61–67. Key factors for determining student satisfaction in online courses. Gazi University Journal of Gazi Educational Faculty, 28(3), 125-145. Investigating Pre-service Computer Teachers’ Attitudes Towards Distance Learning Regarding Various Variables. Journal of Computer Assisted Learning, 24, 260–270. (2008).Motivational belief sand perceptions of instructional quality: Predicting satisfaction with online training. Satisfying distance education students of the Hellenic Open University. Technological and structural characteristics, student learning and satisfaction with web-based courses– An exploratory study of two on-line MBA programs. The American Journal of Distance Education, 16(2), 83-88. Comparing student satisfaction with distance education to traditional classrooms in higher education: A meta-analysis. Our paper is intended mainly for novice CAQDAS users who we would like to advise on how to select appropriate software and familiarize them with the specifics of CAQDAS. Therefore, the primary objective we set as the authors of this paper is to present the perspective taken by qualitative researchers who use selected free CAQDAS applications. The choice of appropriate software is highly individual and it requires a thorough consideration from its future user. The use of CAQDAS requires a certain amount of effort and work due to the need to learn about the environment of a software, but also (or maybe first) to change the perspective, and often some habits concerning how a researcher’s workshop is organized. Makes the process of data analysis more systematic and transparent, and this “forces” to think about data and supports in-depth analysis. ResumoĪbstract: During our classes with students, doctoral students, or while taking part in methodological workshops, we often hear some repeated questions: “Is it worth using the computer-aided qualitative data analysis software and why?” and “Which program should I choose?” Having gathered sizable experience in the field, we can answer these questions by saying that the use of CAQDAS (Computer-Assisted Qualitative Data Analysis Software) Faculty of Economics and Sociology, University of Lodz, ?ód?, Polandįaculty of Economics and Sociology, University of LodzĬAQDAS, qualitative analysis, novice users, polish researchers.

Computer analysis free