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The purpose of the study is to explore relationships between learners' cognitive styles of field dependence and learner variables in the preference of learner Interface design, attitudes in e-Learning instruction and experience with e-Learning in distance education. Cognitive style has historically referred to a psychological dimension representing consistencies in an individual's manner of cognitive functioning, particularly with respect to acquiring and process information for individuals. In this work, to determine learners' field dependence levels, The Group Embedded Figures Test (GEFT) was administrated to 157 students enrolled in various fields at Fatih University. The attitude survey for students' preferences will be given all participants to clarify their decisions about quality of learner interface design in distance education. The attitude survey was developed and controlled by three content experts in the field of instructional design and technology. Also, it consists of three sections with 20 items including of e-learning experience and learner interface design parts in distance education. To complete this study, cognitive styles such as field dependent (FD), field neutral (FN) and field independent (FI) were defined based on mean score of GEFT groups. One-half Standard deviation of GEFT was added or subtracted to mean, to calculate cognitive styles as FD, FN and FI. The relationships between groups and attitudes and preferences in e-learning instruction were indicated at the end of study. Findings were presented in tables. These tables included some evaluation results for distance education programs as well as successful learning interface design principles which are defined by content, empower, and control with context clarity, visuals, challenges and feedback decisions.

The Attitudes of Field Dependence Learners for Learner Interface Design (LID) in e-Learning Instruction