Özet:

Objective: Emerging technology and social developments reveal the need for some innovations in teaching models and student-teacher interaction in education. In this direction, the aim of the research was to provide students of the Hacettepe University, Physiotherapy and Rehabilitation (PTR); to define their learning styles, lifelong learning perspectives and attitudes towards blended learning and to examine the relationship between them. Materials and Methods: The demographic information, level of class, academic success of the students who voluntarily agreed to participate in the research were recorded through the "general evaluation form", their learning styles were recorded through the Kolb Learning Styles Inventory (KLS-III), their competencies specific to lifelong learning skills were recorded through the Lifelong Learning Competencies Scale (LLCS) and their attitudes towards online, face-to-face and blended education were recorded through the Effectiveness of Blended Learning Environments Scale (EBLES). The questionnaires sent by using “Google Forms”. Results: The research was completed with the participation of 229 students. 79,4% of the students were female and 20,6% were male. Learning styles of students was determined as the type that divergers 58.1%, assimilators 14.4%, convergers 7.9% and accomodators 19.7%. Learning styles were not found to be correlated to the LLCS and EBLES scores (p<0.05). Students that used abstract comprehension during learning performed worse academic success. A statistically significant and moderately strong correlation was found between students' LLCS levels and attitudes to EBLES (p<0.05). Conclusions: In terms of lifelong learning skills, it was seen that the students had intermediate-high-level competence. In addition, students were found to have positive attitudes towards face-to-face, online and blended learning environments. The data obtained from our research shows that PTR students, regardless of the learning environment, can learn more easily, effectively, and efficiently with course contents that include the problem-solving approach, case scenarios and / or simulations indirectly.

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