The relationship between management and information systems students’ e-learning styles and attitudes towards e-learning in Turkey during Covid-19 pandemic

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. Two instruments were used. 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 elearning 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.