This study aimed to investigate pre-service teachers’ e-learning styles and their attitudes towards e-learning and present the relationship between them via correlational survey model, one of the quantitative methods. The study group was composed of 322 pre-service teachers. Demographic Information Form, E-learning Styles Scale and Attitude Scale towards E-learning were used online to collect data at 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. Pre-service teachers were found to have the highest e-learning style score in the independent learning style. Their attitudes towards e-learning were above average. It was found that independent learning style differed by gender and verbal and logical learning styles differed by department. While there was no difference in the attitude towards e-learning by gender, a significant difference was found by department and the their place of residence. A low level positive correlation was identified between pre-service teachers’ attitudes towards e-learning and visual-auditory, social, independent and logical learning styles.
Recommended CitationÖzüdoğru, Gül. (2022). Pre-Service Teachers’ E-learning Styles and Attitudes towards E-learning. i.e.: inquiry in education: Vol. 14: Iss. 1, Article 4.
Retrieved from: https://digitalcommons.nl.edu/ie/vol14/iss1/4