Özet:

This research was aimed at examining the e-learning situations of the body education teachers candidates. For this purpose, a mixed research model where quantitative and qualitative data were collected was preferred. The research has been used as a "approaching parallel pattern". The study included a total of 111 teachers candidates, including 65 men and 46 women. The sample group has been used with an easy-to-accessful sample status approach for the purpose of the sample group. As a data collection tool in the research, the "personal information form" created by researchers in the quantitative section, as well as the "e-learning attitude scale" developed by Haznedar and Baran (2012) was used. Interviews forms are used in the section. The data obtained in the study was analyzed in the SPSS 22 package program. The Kolmogorov-Smirnov test was applied to determine the normal distribution in the analysis of the data and the parametric statistical methods were used according to the test results. The methods used are the visual statistics, the t-test for two different independent variables and the one-way (One way) Anova test for more than two independent variables. Analysis of data is used by the method of content analysis. According to the results of the study, there was no significant difference between the average scores that participants obtained from the e-learning attitude scale and gender, the purpose of internet use and daily internet use. There is a significant difference between school and age. When the qualitative findings obtained in the name of supporting the qualitative findings were studied, under the main theme of e-learning, four sub-themes were reached: “information status”, “positive aspects”, “negative aspects” and “needability status”. Under these topics, the majority of participants have been aware of e-learning. Participants often stated that e-learning has positive aspects in terms of time and space freedom and practice, and that it has negative aspects in the physical class atmosphere and in cases of immediate non-conversion. The participants also stressed that e-learning is necessary to enrich the course content, to process theoretical courses and to be able to follow the education-learning age, and, on the other hand, to create a social relationship deficiency, to lack the practice courses and to reduce the job opportunities in the field, e-learning is not necessary during the training-learning.

Anahtar Kelimeler: