Abstract—Rapid growth of distance learning resulted in importance to conduct research on students’ satisfaction with distance learning because differences in students’ satisfaction might influence educational opportunities for learning in a relevant Web-based environment. In line with this, this paper deals with satisfaction of students with distance module at Faculty of organizational sciences (FOS) in Serbia as well as some factors affecting differences in their satisfaction . We have conducted a research on a population of 68 first-year students of distance learning studies at FOS. Using statistical techniques, we have found out that there is no significant difference in students’ satisfaction with distance learning module between men and women. In the same way, we also concluded that there is a difference in satisfaction with distance learning module regarding to student’s perception of opportunity to gain knowledge as the classic students. Keywords—distance learning, students’ satisfaction I. INTRODUCTION XPRESSED development of the Internet resulted in creating useful and powerful tools for distance learning so distance learning is becoming increasingly important, making the learning process more effective in many contexts [12]. Distance education fosters learning and teaching in a variety of ways. One of the many advantages of distance education is that it offers instructors and students a flexible learning setting in terms of time and location. “Distance education is becoming a good way to acquire knowledge separate from the traditional method of attending the classroom” [25]. Withnin the distance learning contex, learning environment as social, psychological and pedagogical components which affect student achievement and attitudes [9] has been shown to be important in the development of the generic competencies that are so vital to today’s graduates [14]- [15] . Thus, it is very important for countries which started implementing and developing distance learning courses to investigate learning environment at their faculties in order to find the way of improving this kind of learning mode. Students’ satisfaction with distance learning could be good indicator of quality of such environment. In line with previously mentioned rapid growth of distance learning, it is important to conduct more research into the key factors that affect students’ satisfaction with distance learning. As the use of the Internet has become more important, these qualitative differences in students’ satisfaction might influence educational opportunities for learning in a relevant Web-based environment [24]. Additionally, research suggests that distance learning environments may be more suitable for some students than others [2] which means that some personality dimensions such as affiliations or hostility are associated with their satisfaction. Understanding the characteristics of online students and integrating this understanding into designing student-centered collaborative learning environments foster successful learning experiences in distance education. Ana Horvat is with Faculty of organizational sciences Serbia, krsmanovicm@fon.rs Gender difference is often a major concern for researchers interested in students’ abilities and attitudes towards the computer or Web-based learning [24]. Recent research dealing with gender differences in distance learning modes mainly found that male students have a more positive perception of e-learning than female students [17] while there is also some who concluded that female students show a greater degree of satisfaction than male students [10]. A. Purpose The purpose of this paper is to contribute to expanding knowledge on distance learning environment through determing students` satisfaction with learning programs; pointing out differences in students` contentment with distance learning studies regarding the gender as well as students’ perception of opportunity to gain knowledge as the face to face students. We determined this by observing the sample as a whole and monitor at parts of the sample by dividing the sample into groups. The first group consists of male and female students`, and second group of students who consider that they do have, do not have or partially have the same opportunity to acquire knowledge as the face to face students. B. Hypotheses Based on the results of past research and the discussions in the introduction, the following hypotheses were formulated. Hypothesis 1: There is no statistically significant difference in satisfaction with distance learning module between men and women. Hypothesis 2: There is a difference in satisfaction with distance learning module regarding to students’s perception of opportunity to gain knowledge as the classic students. II. METHOD A. Participants The questionnaires were sent to 68 undergraduate students of distance learning online module at the Faculty of Organizational Sciences, University of Belgrade. This program includes eight semesters, from which at the time of this research, students were attending the third (the beginning of semester). A total of 61 questionnaires were available for analysis, resulting in a response rate of 89.7%. Respondents on average were young, age between 19 and 21 (only one respondent was 27). The percentage of males was 37.7, and female 62.3. B. Instruments Questionnaire used for this study consisted of two parts. The first part of the questionnaire consisted of demographic questions about the sample, while another part contained questions on quality characteristics of distance learning Differences in Students` Satisfaction with Distance Learning Studies E Ana Horvat, Maja Krsmanovic, Mladen Djuric KRUYDW#IRQUV , World Academy of Science, Engineering and Technology International Journal of Educational and Pedagogical Sciences Vol:6, No:6, 2012 1412 International Scholarly and Scientific Research & Innovation 6(6) 2012 ISNI:0000000091950263 Open Science Index, Educational and Pedagogical Sciences Vol:6, No:6, 2012 publications.waset.org/9418/pdf