Akademik Veri Yönetim Sistemi
Türk Eğitim Bilimleri Dergisi, cilt.21, sa.3, ss.1404-1426, 2023 (Hakemli Dergi)
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.