Examination of e-learning styles of teacher candidates according to various variables

The aim of this research is to determine the e-learning styles of teacher candidates who are studying in the faculty of education and to examine whether these e-learning styles differ according to different variables. This research also made use of quantitative data. Relational screening model was used from descriptive screening method from quantitative data. The research group consists of learning candidates who are studying at Akdeniz University Faculty of Education in 2022-2023 and who have participated in distance education. Teacher candidates vary with class, department, gender, general achievement averages. A total of 391 teacher candidates participated in the study. Prospective teachers volunteered to work. A questionnaire was used as a data collection tool to obtain quantitative data. The questionnaires were conducted face-to-face. The 'Personal Information Form' prepared by the researcher and the reliability and validity analyses developed by Gülbahar (2014) to determine the e-learning styles of higher education students developed by Gülbahar (2014) were made to obtain information about the gender, department, grade level, GPA and participation in distance education status of the teacher candidates, and the 'E-Learning Styles Scale' in the 5-point likert type containing 38 items was used. In the data analysis process of the research, the data were analyzed independently of each other. Statistical analysis of the data was performed by using SPSS 18.0 package program and statistical package program was used. The average scores of the survey results, Independent T test, ANOVA analysis and Tukey test were performed and analyzed. According to the results of the analysis, teacher candidates predominately; It seems to have independent learning style, audiovisual learning style and logical learning styles. The e-learning style that teacher candidates have the least is the verbal learning style. It was observed that there was a significant difference in the scores of teacher candidates for active learning, social learning and independent learning styles according to their gender in favor of female teacher candidates. In the study, e-learning styles; Significant differences were observed between branches in the fields of verbal learning and logical learning. In the dimension of verbal learning, social studies made a significant difference in favor of teacher candidates, science teacher candidates and mathematics teacher candidates. Again, in the dimension of verbal learning, it made a significant difference in favor of science teacher candidates and mathematics teacher candidates of Turkish teacher candidates. In the logical learning dimension, it was seen that there was a significant difference in favor of mathematics teachers and science teachers according to the average scores of science teacher candidates and mathematics teacher candidates in classroom teaching, formation group, PDR, social studies and Turkish teacher candidates. Classroom teacher candidates; According to the average scores of social studies and Turkish teacher candidates, it was seen that there was a significant difference in favor of classroom teaching teacher candidates. According to the results of grade level and e-learning styles; It was concluded that teacher candidates in the fourth grade have more audiovisual learning, independent learning style than teacher candidates in the second grade. It was concluded that teacher candidates in the fourth grade had more intuitive learning styles than teacher candidates in the first and second grades. When the relationship between academic success and e-learning styles is examined, academic achievement and independent learning sub-dimension differ. According to the results of the findings, it proves that differentiation is seen in the independent learning sub-dimension as academic success increases. Keywords: E-learning, E-learning Styles, Teacher Candidates