Başaran, BülentYalman, Murat2023-03-152023-03-152022Başaran, B. ve Yalman, M. (2022). Determining the perceptions of pre-service teachers on technology-based learning during the Covid-19 process: a latent class analysis approach. Education and Information Technologies, 27(6), 7471-7490.1360-23571573-7608https://link.springer.com/article/10.1007/s10639-022-10910-2https://hdl.handle.net/11468/11404In the study, latent class analysis (LCA) was used to determine the unobserved structures and the subpopulations of pre-service teachers' technology-based learning behaviours. According to LCA results, three latent classes were obtained. These classes are labelled as Class-1: "High-Level Technology Perception", Class-2: "Low-Level Technology Perception", Class-3: "Intermediate-Level Technology Perception". When Class-1(Reference Group) and Class-2 were compared, it was observed that the covariates of "gender" and "the Covid-19 pandemic affecting learning motivation" did not have a significant effect on Class-2. It has been determined that pre-service teachers who are older, studying in the 4th grade, using the Internet for more than 8 h a day, have advanced computer skills and have advanced technology-based learning experience are less likely to be in Class-2. In addition, in the study, while self-directed learning with technology was associated with pre-service teachers' attitudes towards online teaching in the Covid-19 period and class membership, the fear of Covid-19 was not associated with latent class membership.eninfo:eu-repo/semantics/openAccessLatent class analysisCovid-19 fearSelf-directed learning with technologyOnline educationPre-service teachersArticle27674717490WOS:0007537490000032-s2.0-851245122783603915710.1007/s10639-022-10910-2Q1Q1