E-Learning From Point Of View of Student of Elementary School Teaching

The starting point for the collection of the data and subsequent writing of the article was the agreement of EU Member States on promoting creativity and innovation of education through new ICT tools and teacher training. Professional teacher training is one of the EU priorities in the first cycle of the strategic framework for European cooperation in education and training ('ET 2020'). The research described in this paper focuses on the preferences of e-learning types among students of elementary school teaching with respect to selected factors, such as form of study, age, year of studies, gender, study program, etc. Primarily two major research problems were addressed: i) What types of e-learning are preferred by the students of elementary school teaching? ii) Which factors influence the selection of certain types of e-learning? A secondary/additional research problem was the question of impact of different levels of intelligences based on Gardner's Theory of Multiple Intelligences on the perception of e-learning among students of elementary school teaching. A questionnaire with high reliability score alpha=.87 was used as a research tool. It shows that the perception of e-learning is not influenced by any of Gardner's intelligences. The same conclusion can also be reached when the determining variable is gender and year of studies. Students of teaching frequently diverge in opinions concerning preferences of e-learning types regarding the form of study. It is preferred the least among students of full-time form of study and most preferred among students of combined form of study.