Comparing Attitudes toward Online and Traditional Learning across Age Groups

Advances in information technologies are transforming not only work and lifestyle patterns but also learners’ expectations and perceptions of education and learning. In this era, online learning is becoming increasingly central, serving as either an alternative or a complement to traditional learning. The aim of this study is to examine the relationships and differences between learners’ attitudes toward online learning and their attitudes toward traditional classroom learning, as well as to investigate the effect of learners’ age on these attitudes. To this end, an attitude questionnaire was administered, including descriptions of various learning situations across different domains. Participants were asked to rate their attitudes toward each situation on a five-point Likert scale. The findings revealed that, in most cases, there was no significant correlation between attitudes toward online learning and learners’ age, except in one instance. However, a negative correlation was found between attitudes toward online learning and attitudes toward traditional learning. This finding may suggest that, for some learners, transitioning between digital and physical learning environments involves difficulty, and that these two settings are perceived as distinct or even opposing. It appears that online learning is experienced as a qualitatively different process from traditional learning, both in terms of the learning experience itself and the emotional and social feelings it evokes.