determining the effectiveness of distance teaching model based on the constructivism approach on learning performance, satisfaction and attitude of payam-e- noor university students

The purpose of this study was to determine the effectiveness of web-based distance learning model in the context of a constructivist learning approach on learning performance, satisfaction and attitude of sardasht payam-e- noor students. the research method was quasi-experimental with pretest and posttest design. the statistical population of the study included the students of payam-e-noor university of sardasht from whom 45 people were selected as the research sample, using morgan table and cluster sampling method. of these, 15 students were assigned to conventional distance education group, 15 to the distance education group based on reproductive learning, and 15 to the project-based group. data collection instruments included a teacher-made test to measure learning performance as well as a researcher-made satisfaction and attitude questionnaire. the content validity of the teacher-made test was reviewed and approved by some professors and its reliability measured through splitting method was 82% in pre-test and 85% in post-test using spearman-brown formula. the content validity of the satisfaction questionnaire and the attitude questionnaire were reviewed and approved by experts and the reliability of the satisfaction questionnaire and the attitude questionnaire were 84% and 80% respectively using cronbach’s alpha. data analysis was performed using inferential statistics and one-way analysis of variance. based on the research findings, it can be claimed that both web-based distance learning models have a positive effect on students learning, satisfaction and attitude, and increased the level of students’ learning, satisfaction and attitude compared to conventional distance education. therefore, it can be concluded that these two educational models (project-based learning and reproductive learning) have a great impact on increasing students’ learning performance, satisfaction and attitude.