Digital Literacy Skills and Attitudes towards E-Learning

Abstract

This study aimed to investigate the attitudes towards e-learning and digital literacy skills of prospective teachers (N = 47) enrolled in the Department of Computer Education and Instructional Technology at a state university in Turkey. The study also investigated whether these variables vary in terms of gender and prior e-learning experience as well as the potential relationship between their attitudes and their digital literacy skills. Adopting a quasi-experimental pre-posttest design with an experimental group, this study sought to discover the effects of a five-week treatment on prospective teachers’ digital literacy skills and attitudes toward e-learning. The data for the study came from two data collection tools namely, Attitudes towards E-learning Scale (Haznedar & Baran, 2012) and Digital Literacy Scale (Ng, 2012). Findings indicated the effectiveness of the treatment on the participants’ attitudes towards e-learning platforms. Furthermore, the findings of the regression tests demonstrated that tendency is one of the most significant predictors of digital literacy skills.