Abstract:

The aim of the article is to show possible links between the specificity of attitudes towards global reality and a willingness to use innovative forms of teaching, including e-learning. Undertaken research problem relates to whether the way in which we perceive contemporary reality, as expressed by taking certain attitudes towards it, affects both how we evaluate various aspects and products, e.g. if we take it as a chance, or rather as a threat to ourselves (or to the whole country or to the world), how we evaluate innovative forms of teaching process, such as e-learning and what is our willingness to use these technological achievements.

The basis for the methodology of the study is a model of attitudes to globalization by A. Senejko and Z. Los (2011; Los, Senejko; 2013; Senejko, Los, Chmielewska-Luczak, 2015). They distinguish three characteristic attitudes towards globalization:
(1) accepting,
(2) critical, and
(3) fearful.

The attitude of accepting is characterized by openness to the globalized reality, the need to explore it and the confidence to change. Critical attitude is characterized by opposition and lack of agreement on the abuses associated with the globalization process and expressing condemnation against many aspects of the globalized reality. Fearful attitude is associated in turn with sensitivity to the dangers of globalization, and a sense of uncertainty about the future of their own and the community to which a person identifies himself.

The study was conducted using the method "World-I" estimating the three attitudes towards globalization by Senejko and Los integrally linked with the theoretical model. The sample was a group of young people in development stage referred to as the emerging adulthood. It was assumed that (H.1.): A person with an attitude of accepting or critical-accepting towards globalization will be more likely to benefit from online forms of education, while (H.2.): A person with a dominant attitude of fearful or critical and fearful of globalization will be less likely to benefit from online forms of education.

The article presents the results of the tests and their interpretation in the context of research hypotheses.

Keywords:

e-learning, globalization, emerging adulthood.