Abstract:

In the period of emerging adulthood we can observe a number of factors, which act as attractors in the educational process. Education and e-learning does not have to and should not be boring. The learning process becomes attractive and productive to the young people by aggregating means and tools of communication, so that they complement each other, employ multimedia and multi-channel transfer of knowledge and productively use the effect of media convergence. Not enough yet deployed attractor in learning process is networking and work environment for groups learning together (collaborative learning) - a natural way of communication for this age group. Finally, these methods are consistent with the process of human development in the phase of adolescence and emerging adulthood.

Determination of self-identity is for young people in the period of emerging adulthood major developmental task (J.J Arnett). According to M Berzonsky'ego they formulate their answer to the question of the fundamental values and the meaning of life in a number of ways ora styles:
- Taking over from the authorities ready-made patterns (normative identity style)
- Self-seeking of the concept of ones life (informative identity style).
- Some young people postpones the solution of this task by living the present and not taking firm commitments (diffuse-avoidant identity style).

The process of acquiring knowledge about the world and about yourself in education conducive to the formation of the identity of young people, which is necessary for the proper performance of roles of an adult. In this process, a significant role is played by emerging communication skills, educational competencies and creative potential.

In our study assumption was accepted that both styles, as well as other factors in the development stage of emerging adulthood significantly affect the willingness to use online education tools (H.1) and even increase the efficiency of the use of these tools (H.2). Also they affect the attitude of young people to learning paths in general and for e-learning in particular (H.3). Additional hypotheses were adopted about moderate impact of the majority of development conditions and, in particular style identity on efficiency of distance learning. Even the mode of study was not a predictor of the assumption of significant differences in the effectiveness of e-learning. At the same time we put forward a hypothesis about significant correlation between communication skills and an apparent effectiveness of learning in e-learning. The last hypothesis specified that gender and place of residence adolescents has no significant effect on that efficiency.

The survey was conducted on a group of students of the Pontifical University of JPII in Cracow at the beginning of 2016. We compared two groups differentiated by the choice of forms of study. This article presents an analysis of the results and discussion on the veracity of the assumptions.

Keywords:

e-learning, identity style, communication skills, developmental factors, emerging adulthood.