The purpose of this study is to explore the structural relationship between SERVQUAL sub-variables (assurance, empathy, reliability, responsiveness,tangible), perceived quality of distance instruction, and satisfaction in university’s distance learning due to the corona pandemic. In addition, we examined the moderating effects of contingency variables such as ‘distance learning experience’and ‘planning of class participation’. In this study, convenience sampling was conducted focused on students enrolled in University B in the metropolitan area who participated in distance learning, and a total of 228 students were selected as the research subjects. As a result, first, among the sub-variables of SERVQUAL,assurance, empathy, and responsiveness were found to have a significant effect on the perceived quality of distance instruction. Second, the perceived quality of distance instruction was found to have a significant influence on the satisfaction of students who participated in distance learning. Third, it was found that‘distance learning experience’ before the corona pandemic and ‘class participation planning’ in remote learning moderated the relationship between ‘SERVQUAL sub-variables and perceived quality of distance instruction’. Based on this study,implications for improving the quality of university distance learning were presented.