Pandemic Process and Differences in Learning Approaches

This study aims to determine and compare the learning approaches adopted by education faculty students before and during the pandemic in terms of various variables. In this study, the survey method, one of the quantitative research designs, was used to reveal the learning approaches adopted by faculty of education students in the face-to-face and distance education processes. The research group consists of 307 students enrolled in first and third grades in the Faculty of Education at Erzincan Binali Yıldırım University. In order to determine the learning approaches preferred by pre-service teachers, the “Learning Approaches and Study Skills Scale” developed by Tait et al. (1998) and adapted to Turkish by Senemoğlu (2011) was employed. As a result of the research, it was determined that the mean scores of deep and strategic learning approaches of students in both distance and face-to-face education with respect to various variables (gender, grade level, department, and access to the internet) were higher than the mean scores of the surface learning approach. In addition, although the mean scores of deep and strategic learning approaches in both face-to-face and distance education were high, it was concluded that these mean scores significantly decreased when switching from face-to-face education to distance education and that the scores of the surface learning approach increased significantly. © 2022 by World Scientific Publishing Europe Ltd.