The Relationship Between Pre-Service Teachers’ E-Learning Styles and Digital Literacy

Serap Tüfekçi Aslım; Gülçin Saraçoğlu

Article Details

The Relationship Between Pre-Service Teachers’ E-Learning Styles and Digital Literacy

Authors:

Serap Tüfekçi Aslım | Gülçin Saraçoğlu

Publisher:

Gazi University

Main Topics:

Öğrenme Bilimleri

Journal:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 3, pp.1404-1426

Document Type:

Article

Publication Date:

12/2023

Document Language:

Turkish

Document ID (Org No.):

2001301929

pISSN:

2459-1912

Keywords:

Abstract:

 In this study, aiming to determine the relationship between teacher candidates e-learning styles and digital literacy, the responses provided by teacher candidates to the e-learning styles scale and the sub-dimensions of the digital literacy scale were analyzed in terms of gender and department variables. The research which utilized a correlational survey model, employed the data collection tools of E-Learning Styles Scale developed by Gülbahar and Alper 2014, and Digital Literacy Scale developed by Bayrakcı and Narmanlıoğlu 2021. The study group consisted of 248 teacher candidates enrolled in the second year in 2022-2023 academic year in a faculty of education of a state university. According to the findings obtained from the research, there is a significant, moderately positive relationship between e-learning style and digital literacy. It was observed that female and male teacher candidates exhibited different e-learning styles while teacher candidates from different departments showed similar characteristics in their e-learning styles, except for the logical learning sub-dimension. It can be said that there is no significant effect of gender on the level of digital literacy among candidates; however, it varies depending on the departments they are enrolled in. In light of the findings, considering the differences in teacher candidates e-learning styles, recommendations such as designing more visual and interactive digital learning materials have been made.

 In this study, aiming to determine the relationship between teacher candidates e-learning styles and digital literacy, the responses provided by teacher candidates to the e-learning styles scale and the sub-dimensions of the digital literacy scale were analyzed in terms of gender and department variables. The research which utilized a correlational survey model, employed the data collection tools of E-Learning Styles Scale developed by Gülbahar and Alper 2014, and Digital Literacy Scale developed by Bayrakcı and Narmanlıoğlu 2021. The study group consisted of 248 teacher candidates enrolled in the second year in 2022-2023 academic year in a faculty of education of a state university. According to the findings obtained from the research, there is a significant, moderately positive relationship between e-learning style and digital literacy. It was observed that female and male teacher candidates exhibited different e-learning styles while teacher candidates from different departments showed similar characteristics in their e-learning styles, except for the logical learning sub-dimension. It can be said that there is no significant effect of gender on the level of digital literacy among candidates; however, it varies depending on the departments they are enrolled in. In light of the findings, considering the differences in teacher candidates e-learning styles, recommendations such as designing more visual and interactive digital learning materials have been made.

 In this study, aiming to determine the relationship between teacher candidates e-learning styles and digital literacy, the responses provided by teacher candidates to the e-learning styles scale and the sub-dimensions of the digital literacy scale were analyzed in terms of gender and department variables. The research which utilized a correlational survey model, employed the data collection tools of E-Learning Styles Scale developed by Gülbahar and Alper 2014, and Digital Literacy Scale developed by Bayrakcı and Narmanlıoğlu 2021. The study group consisted of 248 teacher candidates enrolled in the second year in 2022-2023 academic year in a faculty of education of a state university. According to the findings obtained from the research, there is a significant, moderately positive relationship between e-learning style and digital literacy. It was observed that female and male teacher candidates exhibited different e-learning styles while teacher candidates from different departments showed similar characteristics in their e-learning styles, except for the logical learning sub-dimension. It can be said that there is no significant effect of gender on the level of digital literacy among candidates; however, it varies depending on the departments they are enrolled in. In light of the findings, considering the differences in teacher candidates e-learning styles, recommendations such as designing more visual and interactive digital learning materials have been made.

 Öğretmen adaylarının e-öğrenme stilleri ile dijital okuryazarlıkları arasındaki ilişkiyi belirlemeyi amaçlayan bu çalışmada öğretmen adaylarının e-öğrenme stilleri ölçeği ile dijital okuryazarlık ölçeğinin alt boyutlarına ilişkin verdikleri cevaplar, cinsiyet ve bölüm değişkeni açısından incelenmiştir. İlişkisel tarama modeli kullanılan araştırmada veri toplama araçları olarak Gülbahar ve Alper 2014 tarafından geliştirilen E-Öğrenme Stilleri Ölçeği ile Bayrakcı ve Narmanlıoğlu 2021 tarafından geliştirilen Dijital Okuryazarlık Ölçeği kullanılmıştır. Araştırmanın çalışma grubunu, 2022-2023 öğretim yılında bir devlet üniversitesi eğitim fakültesinin 2. sınıfında öğrenim gören 248 öğretmen adayı oluşturmaktadır. Araştırmadan elde edilen bulgulara göre; çalışmada e-öğrenme stilleri ile dijital okuryazarlık arasında pozitif yönde anlamlı orta düzeyde ilişki bulunmaktadır. Kadın ve erkek öğretmen adaylarının farklı e-öğrenme stilleri sergiledikleri görülürken; farklı bölümlerde öğrenim gören öğretmen adaylarının e-öğrenme stilleri arasında mantıksal öğrenme hariç diğer alt boyutlarda benzer özellikler gösterdiği belirlenmiştir. Adayların dijital okuryazarlık düzeyleri üzerinde cinsiyet açısından belirgin bir etkinin olmadığı, ancak öğrenim gördükleri bölümlere bağlı olarak farklılık gösterdiği söylenebilir. Elde edilen bulgular ışığında öğretmen adaylarının e-öğrenme stillerinin farklılıkları dikkate alınarak daha görsel ve etkileşimli dijital öğrenme materyallerinin tasarlanması gibi öneriler sunulmuştur.

Article Details

The Relationship Between Pre-Service Teachers’ E-Learning Styles and Digital Literacy

Authors:

Serap Tüfekçi Aslım | Gülçin Saraçoğlu

Publisher:

Gazi University

Main Topics:

Öğrenme Bilimleri

Journal:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 3, pp.1404-1426

Document Type:

Article

Publication Date:

12/2023

Document Language:

Turkish

Document ID (Org No.):

2001301929

pISSN:

2459-1912

E-learning style

Digital literacy

Teacher candidateE-öğrenme stili

Dijital okuryazarlık

Öğretmen adayı

Issues

Article Details

The Relationship Between Pre-Service Teachers’ E-Learning Styles and Digital Literacy

Authors: Serap Tüfekçi Aslım | Gülçin Saraçoğlu

Publisher: Gazi University

Main Topics: Öğrenme Bilimleri

Journal: Türk Eğitim Bilimleri Dergisi Vol.21 Issue 3, pp.1404-1426

Document Type: Article

Publication Date: 12/2023

Document Language: Turkish

Document ID (Org No.): 2001301929

pISSN: 2459-1912

E-learning style

Digital literacy

Teacher candidateE-öğrenme stili

Dijital okuryazarlık

Öğretmen adayı

Issues

Authors:

Serap Tüfekçi Aslım | Gülçin Saraçoğlu

Publisher:

Gazi University

Main Topics:

Öğrenme Bilimleri

Journal:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 3, pp.1404-1426

Document Type:

Article

Publication Date:

12/2023

Document Language:

Turkish

Document ID (Org No.):

2001301929

pISSN:

2459-1912