ANALYSIS OF STUDENTS’ ATTITUDES TOWARDS E-LEARNING

Abstract

Universities around the world have managed to evolve knowledge production from the physical classroom to virtual education due to the COVID-19 pandemic. Similarly, the vast majority of students in various educational institutions around the world have changed their learning styles to digital learning education. With the regard of the concept that learner’s attitude and their learning outcomes have interrelated we have a question that how was the students’ attitude developed in the relation of e-learning outcomes. Based on this rational this study focuses on investigating students’ attitude through the online education. In this regard, research objectives were designed that 1) to study online learning and Education 4.0; 2) to determine the needs of digital learning, academic motivation and learning outcomes via e-learning; 3) to analyze students’ attitudes towards online education. The research data were collected through the tools of questionnaire, observation, covering 380 university students as casual informants and sample interviews from 36 students as key informants in the duration of the academic year 2019-2020. With the analysis techniques, the collected data were categorized according to the objective two in terms of typology such as general information of respondents, E-learning necessities and tools, E-learning involvements, students’ attitudes and analyzed by SPSS programs to explore research results systematically. The variables of learning involvement and students individual attitudes were analyzed with crosstab forms to make correlative results. The results of the study indicated that the most students spent 5-12 hours in digital learning, 60% of the respondents have agreed that the E-learning platforms were useful, however, 73.7% of the research informants reported that the learning outcomes were in average. Finally we reached consequence that students’ attitudes, in particular individual approach and diligence were developed during online education. The findings of the research were supported by the Ground Theory and Learning Theories and presented by descriptive methods. The research reliability was tested by the triangulation method in terms of cognitive, effective and behavioral dimensions of the attitudes.