University Students' Attitudes towards Distance Education

Abdullatif Kaban
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Abstract


This study, it was aimed to examine the attitudes of university students receiving distance education towards distance education in terms of various demographic characteristics. The survey method, one of the quantitative research methods, was used in the study. 764 university students who were selected by the criterion sampling method and who received distance education in the COVID-19 pandemic participated in the study. In the collection of data, the Attitude Scale towards Distance Education was used and the data were collected online with the prepared form. Various statistical analyses were made on the collected data and the results were discussed within the framework of research questions. As a result of the analysis, it was concluded that university students' attitudes towards distance education were low. It has been observed that the scores of the scale of attitude towards distance education differ in terms of gender and grade level. It was also observed in the study that having a computer and internet connection at home and the level of participation in the virtual classrooms had a positive effect on the attitude towards distance education. In this period when distance education is not a choice but a necessity, it is recommended that the education to be provided should be planned well to achieve the expected quality and to increase the level of success. It is thought that these results obtained from the study will contribute to distance education institutions and planners.

Keywords


Distance education, Higher education, Attitude, Student

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References


Kaban, A. (2021). University students' attitudes towards distance education. International Journal of Technology in Education and Science (IJTES), 5(3), 311-322. https://doi.org/10.46328/ijtes.241




DOI: https://doi.org/10.46328/ijtes.241

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International Journal of Technology in Education and Science (IJTES)-ISSN: 2651-5369

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Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.