Özet:

In this study, the effects of students learning styles on academic achievement was investigated in e-learning environments and the answer for the question "are e-learning style, participation in online course and watching the lecture videos offline predictors of academic achievement?" He tried to be examined. E-Learning Style Scale (Gülbahar and Alper, 2014) and Achievement Test were applied 501 (350 female and 151 male) students who received pedagogical training education in e-learning environment during the 2016-2017 academic year. The research was carried out online with learning management systems in the measurement and assessment course for 14 weeks. The certificate of pedagogical training was given to students at the end of the course. The achievement test developed by researchers. This test was tested in another group similar to the study group and found reliable and valid results. The scores obtained from this test were accepted as a measure of academic achievement. Data was analyzed by stepwise multiple regression analyses. According to the results, participation in online course, watching video recordings, active learning style and independent learning style were found as predictors of students' academic achievement. These four variables account for 7% of the total variance in academic achievement.

Anahtar Kelimeler:

Özet:

In this study, the effects of students learning styles on academic achievement was investigated in e-learning environments and the answer for the question “are e-learning style, participation in online course and watching the lecture videos offline predictors of academic achievement?” is tried to examined. E-Learning Style Scale (Gülbahar and Alper, 2014) and Achievement Test were applied 501 (350 female and 151 male) students who received pedagogical formation education in e-learning environment during the 2016-2017 academic year. The research was carried out online with learning management systems in the measurement and assessment course for 14 weeks. The certificate of pedagogical formation was given to students at the end of the course. The Achievement Test developed by researchers. This test was tested in another group similar to the study group and found reliable and valid results. The scores obtained from this test were accepted as a measure of academic achievement. Data were analyzed by stepwise multiple regression analyses. According to the results, participation in online course, watching video recordings, active learning style and independent learning style were found as predictors of students’ academic achievement. These four variables account for 7% of the total variance in academic achievement.