The object of this study is to examine whether Computer Education and Instructional Technologies (CEIT) students’ views
differentiate according to the mode of course delivery: face-to-face or e-learning. As a sample, four CEIT students getting
courses with e-learning and seven CEIT students getting courses with face-to-face mode are chosen. As a data collection tool
interview questions are prepared by researchers. Data is analyzed in two dimensions: students’ views about the process and resultInformation and Communications technologies (ICT) are becoming crucial tools for teaching because they improve students’
performance and motivation. For this reason many education programs start to include them as essential grounding for
teachers’ repertory. Eighty-five teachers participated in a year-long program in which they learnt to use ICT with the purpose
to apply that knowledge into their teaching. The program consisted of three training modules: information and operating
systems (i.e. programs for teaching –word, ppt, etc.-, use of internet); Interactive tools (i.e. Digital boards, Android Systems);
and multimedia materials and teaching strategies (i.e. web designing, web 2.0). As part of their training they completed a
Likert type questionnaire (154 items) about (a) ICT uses, (b) attitudes in classroom and (c) satisfaction with the training
received (Cronbach alpha = .89). Descriptive statistics, Factorial Analyses and ANOVA were applied to data. Main findings
from the third part of the questionnaire indicate that teachers were highly satisfied with the course syllabus: specially the
methodology and the resources. A second reading shows that the learning of teaching strategies and creation of new materials
for classroom (module 3) was better valued than the learning of technical skills to manage the suggested programs and
technologies.
Conclusions point out that advancing towards an effective use of ICT in classroom would further require guided mentoring in
practice and peer collaboration besides traditional training.
of e-learning and face-to-face learning from the perspective of right to education. When students’ views are analyzed, it is
understood that e-learning mode has more disadvantages than advantages for both groups because of the lack of substructure.