Exploring the Students' Attitudes towards E-Learning at Territory Level: A Focus on Türkiye

Y

27

Foreign Countries; College Students; Student Attitudes; Electronic Learning; Positive Attitudes; Males; Internet; Access to Computers; Family Environment; Prior Learning; Access to Education; Access to Information; Teacher Student Relationship; Interaction; Equal Education; Knowledge Level; Sex

1562-0506
1993-7660

This study aims to examine the attitudes of university students towards e-learning. An explanatory mixed-method design was used in the study, which combines both quantitative and qualitative methods. The quantitative dimension of the study included 930 students studying at Hatay Mustafa Kemal University, while 34 students participated in the qualitative dimension. "Attitude Scale towards E-learning" and "Semi-Structured Interview Form" were used as data collection tools in the study. Descriptive statistics such as arithmetic mean, standard deviation, min and max, as well as independent sample t-test and ANOVA test were used in the analysis of quantitative data. In the analysis of qualitative data, content analysis was used. The findings showed that students had high level of attitude towards e-learning. It was found that male students, students who had prior e-learning experience, home internet access, personal computers, and studying in technical fields had higher attitude towards e-learning. Students stated the strengths of e-learning as providing access from anywhere, ease of access, providing easy access to information, being accessible at any time, enabling to revise the lessons, and providing access to a wide range of information, Students identified the weaknesses of e-learning as poor teacher-student interaction, inequalities opportunities, students' and educators' lack of knowledge. Students identified the problems encountered during the e-learning process as network connection loss, lack of equipment, and lack of internet access. In terms of the development of e-learning, students suggested that equipment support should be provided, internet access should be provided for everyone, training on e-learning should be given, and infrastructure inadequacies should be addressed.

As Provided

2023

EJ1383530