Covıd-19 pandemisi döneminde Türkiye'de yönetim ve bilgi sistemleri öğrencilerinin e-öğrenme tarzları ile e-öğrenmeye ilişkin tutumları arasındaki ilişki

This research aims to investigate the relationship between e-learning styles and attitudes towards e-learning of Management Information Systems students who have experienced e-learning during Covid-19 pandemic and the change in terms of gender and grade level. This study was conducted with 114 participants. In this study Gülbahar and Alper's (2014) E-Learning Styles Scale for Electronic Environments and Haznedar and Baran's (2012) General Attitudes Towards E-Learning instrument were used. The data that gathered from the instruments interpreted via SPSS. After the normality tests, it is obtained that the data was not normally distributed. As a result of this output, nonparametric statistical tests were used. For up to two groups, Mann-Whitney U test was used to compare these groups. For three and above number of groups, Kruskal Wallis test was used. When the meaningful results were obtained, in order to find which groups, have a significant relationship, Mann-Whitney U test was used in pairs. In order to find the correlation between e-learning styles and attitudes towards e-learning, Spearman Correlation analysis was made. The results showed that audio-visual learning style is the learning style that the participants have the most. The higher e-learning predisposition scores means the participants have positive attitudes to use e-learning. The lower e-learning predisposition scores means the participants have negative attitudes to use e-learning. On the other hand, e-learning avoidance scores were calculated with reverse matter method. The answers of the participants to e-learning avoidance items were calculated with their reverse value. The higher e-learning avoidance score means the participants have positive attitudes to e-learning. The lower e-learning avoidance score means the participants are likely to avoid e-learning. Independent learning style has positive and meaningful correlation with e-learning predisposition and e-learning avoidance. Audio-visual learning style has positive and meaningful correlation with e-learning predisposition and e-learning avoidance. Verbal learning style has positive and meaningful correlation with e-learning predisposition. The results presented that there is a statistically significant difference between male and female participants in terms of e-learning avoidance. On the other hand, in terms of e-learning predisposition and e-learning avoidance there are statistically significant differences between grade levels. Moreover, it was obtained that there is statistically significant difference between male and female participants in terms of independent learning, active learning, and verbal learning. As a result of the tests, statistically significant difference was found between grade levels in terms of independent learning, social learning, active learning, logical learning, audio-visual learning, verbal learning and intuitive learning.