Investigating The Relationship Between Turkish Teacher Candidates’ Attitudes Towards E-Learning, E-Learning Readiness, Digital Literacy Levels and Academic Achievement in Distance Education Process

Abstract

This study aims to examine the relationship between Turkish teacher candidates' attitudes towards e-learning, e-learning readiness, digital literacy, and their academic achievement in distance education process. The study was conducted using a survey model. The study group consists of 271 teacher candidates studying at the Department of Turkish Language Teaching in the 2021-2022 academic year. The study used e-learning readiness scale, attitude towards e-learning scale and digital literacy scale as data collection tools. As a result of the study, it was found that Turkish teacher candidates' attitudes towards e-learning and digital literacy levels were moderate, while their e-learning readiness were high. No significant relationship was found between Turkish teacher candidates' attitude towards e-learning and their academic achievement, and no significant relationship was found between attitude towards e-learning and digital literacy. There is a significant negative relationship between attitude towards e-learning and e-learning readiness. It was revealed that there is a significant positive relationship between digital literacy and academic achievement and between readiness and attitude towards e-learning. There is also a positive relationship between readiness for e-learning and digital literacy. Academic achievement of Turkish teacher candidates was significantly predicted by readiness for e-learning; however, academic achievement was not significantly predicted by attitude towards e-learning and e-learning readiness.