Examining University Students' Acceptance of Online Learning in Terms of Some Variables

The aim of this study is to determine university students’ levels of acceptance of online learning (AOL) and to examine whether these levels differ significantly based on variables such as gender, field of study, internet access at home, having a personal computer, grade, program type, grade point average (GPA), and parental education levels. The study was conducted using a quantitative survey design, and the sample consisted of 522 university students. Data were collected using the “Online Learning Acceptance Scale” and analyzed through descriptive statistics such as arithmetic mean, standard deviation, minimum, and maximum values, as well as inferential statistics including independent samples t-test and one-way ANOVA. According to the findings, students' overall levels of AOL were found to be high. Male students exhibited significantly higher acceptance levels compared to female students. Students who had internet access and a personal computer at home reported significantly higher acceptance levels than those who did not. In terms of grade level, third-year students demonstrated significantly greater acceptance than first-year students. When comparing different academic programs, students enrolled in social sciences and technical fields had higher acceptance levels than those in health sciences. Students whose mothers were university graduates reported significantly higher acceptance levels than those whose mothers were illiterate or had completed only primary, middle, or high school. Similarly, students whose fathers had completed high school or university education had higher acceptance levels than those whose fathers were illiterate. On the other hand, no significant differences were found in students’ acceptance levels based on field of study (i.e., social sciences, technical programs, or health sciences) or overall GPA.