Preservice Teachers' E-Learning Styles and Attitudes toward E-Learning

ABSTRACT

This study aimed to investigate preservice teachers' e-learning styles and their attitudes toward e-learning and present the relationship between them via a correlational survey model, a quantitative method. The study group was composed of 322 preservice teachers. The Demographic Information Form, the E-learning Styles Scale, and the Attitude Scale Toward E-Learning were used online to collect data during the the fall semester of the 2020-2021 academic year, when training was carried out completely in the form of distance education due to the COVID-19 pandemic. Preservice teachers were found to have the highest e-learning style score in the independent learning style. Their attitudes toward e-learning were above average. Independent learning style differed by gender, and verbal and logical learning styles differed by department. While there was no difference in the attitude toward e-learning by gender, a significant difference was found by department and place of residence. A low-level positive correlation was identified between preservice teachers' attitudes toward e-learning and visual-auditory, social, independent, and logical learning styles.