Daniel, OttoOttoDanielEickhoff, VerenaVerenaEickhoff2025-10-012025-10-012025-09-19Research in Learning Technology 33.: 3452 (2025)https://hdl.handle.net/11420/57586Private universities are increasingly shaping the global higher education landscape, with distance education playing a key role in their expansion. While research has explored institutional and policy factors influencing private higher education, the role of student satisfaction within this framework remains underexamined. This study addresses this gap by analysing the success factors of private distance universities from a student perspective. Utilising text mining on over 10,000 student reviews from a public rating platform, a co-occurrence network analysis identified key themes linked to student satisfaction. The findings reveal that private distance universities successfully fulfil the core psychological needs of autonomy, competence, and relatedness, as outlined in Self-Determination Theory. Flexible study structures, accessible digital learning environments, and effective student support systems emerged as crucial factors. These insights align with international research, emphasising that distance education facilitates self-directed learning but requires robust institutional support to foster competence and engagement. This study contributes to the field of higher education and distance learning research by demonstrating the impact of technology-enhanced learning environments on student satisfaction. It calls for comparative studies between private and public distance universities, underscoring the need for longitudinal analyses of evolving student expectations and digital education models in a global context.en2156-70772025Co-Action Publ.https://creativecommons.org/licenses/by/4.0/private universitiesdistance educationself-determination theorytext mining, student satisfactionTechnology::600: TechnologyJournal Articlehttps://doi.org/10.15480/882.1597010.25304/rlt.v33.345210.15480/882.15970Journal Article