Why Do Pre-Service Teachers Prefer Face to Face, Online or Hybrid Education?

Abstract

In this cross-sectional survey, it was aimed to analyze pre-service teachers’ comparative perceptions about face-to-face (F2F) and online courses. It was also intended to discover the predictors influencing their choice of educational modes. The sample consisted of 338 pre-service teachers, selected with the cluster random sampling method, studying at two universities in Turkey. Data were collected using a questionnaire developed by the researcher. Data regarding the sample’s comparative perceptions of online and F2F courses were analyzed with descriptive statistics, while Multinomial Logistic Regression was used to analyze the predictors influencing the sample’s education preference, which had three categories: online, F2F and hybrid education. Preliminary findings revealed that the sample preferred hybrid education more than online or F2F education. Further findings revealed that as participants' satisfaction with online courses increased, as did their autonomy and the instructional effectiveness of the online courses, students' proclivity to prefer online education over F2F education increased. Additionally, gender and university type influenced this sample’s preferences between F2F and hybrid education significantly.