This study investigates how M.Ed. students observe online education and the usefulness of digital learning systems in higher education. It emphasizes learning results, digital accessibility, academic efficacy, and general satisfaction. Fifty M.Ed. students were given a structured questionnaire through Google Forms that included Likert-scale items. Through pilot testing and expert evaluation, the survey tool was verified. Perceptions were mainly positive, according to descriptive statistics: mean scores for learning outcomes were 16.0, digital accessibility and usability were 16.3, and academic effectiveness was 15.9. On the other hand, pleasure displayed more variation, with a lower mean of 13.9 and a standard deviation of 3.26, suggesting a range of experiences. Three major factors were found by exploratory factor analysis (EFA) to account for 39.3% of the variance: navigation difficulties, equity in access, and technical comfort and constraints. Bartlett's test (p = 0.019) and a KMO value of 0.538 confirmed the dataset's suitability for factor analysis. The findings suggest that while students recognize the academic benefits of online learning, challenges in usability and accessibility affect overall satisfaction. These results highlight the need for improved digital infrastructure, technical support, and inclusive design. Future research should include larger and more diverse samples to generalize findings and guide the development of effective online education systems in teacher education.
Ismail et al. (Wed,) studied this question.