Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi

Öz

In this study, the
e-learning styles of classroom teaching students from the faculty of education
have been determined and it has been evaluated whether these display any
differences in terms of different variables. The purpose of this study is to
determine which communication environments and monitors, which are among the
information access media, are influenced from today’s technological
developments and the e-learning styles of classroom teaching students who will
be using these learning environments the most. In this study which aims at
determining the e-learning styles of classroom teaching candidates, the survey
model was used. The study group of the study consists of students receiving
education at Kahramanmaraş Sütçü İmam University, Faculty of Education in the
2016-2107 academic year from all grades. The study group consists of 193
students who were chosen through purposeful sampling. In the study, “E-Learning
Styles” scale developed by Gülbahar and Alper (2014), which consists of seven
sub-levels with a .94 Cronbach Alpha value, was used to collect data. In the
analysis of numerical data, the SPSS 22 software was used. According to the
results of the study, a significant difference was found in the students’
active, social, independent learning sub-dimensions and total scores, when the
gender variable was taken as the basis. In terms of their grades, a difference
was determined in their active, social and independent learning styles and in
terms of their Internet use durations, a difference was determined in their
active learning styles