Abstract

This study utilized the IPA technique to compare and analyze public and private distance education platforms, aiming to identify the requirements for public distance education platforms. The research involved surveying 314 teachers who had experience using both public and private distance education platforms, assessing their perceptions of importance and satisfaction regarding these platforms. IPA analysis was conducted based on average scores of importance and satisfaction, using Borich's Needs Assessment and the Locus for Focus model to prioritize requirements. The results are as follows: Firstly, the top three prioritized factors in distance education platforms were identified as follows: 1) stable system operation, 2) data privacy protection features, and 3) real-time video lecture capabilities. Secondly, the satisfaction level with public distance education platforms was generally lower than that with private platforms across most aspects. Particularly, various elements of learning experiences such as collaborative document editing, real-time video lectures, and learning data storage and analysis were found to be lacking in public platforms compared to private ones. Thirdly, the priority requirements for public distance education platforms were identified as follows: real-time video lecture environment, collaborative document editing and learning together by multiple users, stable system operation, learning data storage and analysis, individual learner feedback, user opinion collection and incorporation, continuous feature updates, device compatibility, and individual assignment functions.

Keywords: distance education platform, e-learning platform, distance education, LMS(Learning Management System), digital education