摘要：AbstractIn this study, the contribution of technology acceptance and community feeling to student satisfaction in distance education have been analyzed. Research methodology is designed as descriptive and correlational. The participants were 464 distance education students. As a result, technology acceptance and community feeling have been found in a positive and high correlation with student satisfaction. Technology acceptance contributed more than community feeling, in predicting student satisfaction. Perceived usefulness has been determined as the variable which explained student satisfaction highest by itself among other variables namely, perceived ease of use, affective and action dimensions. Furthermore it was found that there are statistically significant differences between students who were using and not using online environments in community feeling score.
