The Investigation of the Relationship Between Attitudes Towards E-Learning and Self-Directed Learning with Technology of Secondary School Students
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Abstract
The purpose of this study is to investigate the relationships between attitudes towards e-learning and self-directed learning with technology of secondary school students. This descriptive study is designed with correlational research methods. The sample of this study is consist of 313 students from 5 different secondary schools in Malatya in Turkey. Data is collected in 2015- 2016 academic year through self-directed learning with technology scale for young students and attitude scale towards e‐learning. Descriptive statictiscs, independent sample t-test, One way Anova and linear regression analysis is used for data analysis. According to the findings, levels of students’ self-directed learning with technology and attitude towards e‐learning is slightly higher. Students’ self-directed learning with technology and attitude towards e‐learning do not differ in terms of gender and purpose of using internet. But students’ self-directed learning with technology and attitude towards e‐learning differ in terms of students’ daily internet use time and frequency of computer/internet use during school lessons. Students’ self-directed learning with technology predict students’ attitude towards e‐learning significantly. %11 of the variance of students’ attitude towards e‐learning can be explained by students’ self-directed learning with technology. The results indicates that frequency of internet use or time both in school lessons and out of school are important factors for students’ self-directed learning with technology and attitude towards e‐learning. Also students’ self-directed learning with technology is one of important predictors of students’ attitude towards e‐learning.