E-LEARNING STYLES OF CLASSROOM TEACHING STUDENTS

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 Kahramanmara？ Süt？ü ？mam 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 style