Analysis of Students’ e-Learning Styles and their Attitudes and Self-Efficacy Perceptions towards Distance Education

Abstract

In this study, the effects of different variables such as age, gender, department and learning style on students’ e-learning styles, their attitudes towards e-learning and e-learning self-efficacy were investigated. In addition, the relationship between students’ e-learning styles, their attitudes towards e-learning and self-efficacy has been examined. In this context, the data were collected from 104 both distance education and formal education students. Results show that e-learning styles vary according to gender, age, type of education and department. The e-learning self-efficacy differs in department, age and type of education, but not in gender. The results also show that students’ attitudes towards e-learning differ in the way of learning, but not in age, gender and department. The results revealed that there was a positive relationship between students’ e-learning styles and self-efficacy while there was no relationship between e-learning and attitudes. Additionally, a strong relationship was found between students’ e-learning self-efficacy and their attitudes towards e-learning.