Distance education is a kind of education in which learner and teacher communicate through a means either simultaneously or at different times being present in different places. In this study, it is aimed to determine the prospective teachers’ readiness and satisfaction levels after the procedure related with the courses which they take through distance education. Correlational study model is used in the study. The study was conducted with 261 undergraduate students who took some of the courses distantly in diverse undergraduate programs in the faculty of education at Abant Izzet Baysal University, Bolu, Turkey and 232 students of pedagogical formation in the same faculty. The participants of the study consisted of 493 prospective teachers. In the study, “e-Readiness Scale” and “e-Satisfaction Scale” were used as data collection tools. As a result, the levels of readiness and satisfaction from web based distance education of prospective teachers was found to be above the mean score. Readiness levels according to the sub dimensions of the Readiness Scale were generally positive; however, prospective teachers thought that they were equipped in the subjects including the sub dimensions of “technical skills” and “factors that affect success”. It was determined that prospective teachers were generally satisfied with the subjects related to all the sub dimensions of the Satisfaction Scale. It was revealed that there was a meaningful relationship between readiness and satisfaction levels. The readiness and satisfaction levels of the prospective teachers having pedagogical formation education were higher when compared to those of the prospective teachers of education faculty. The department having the highest readiness and satisfaction levels was History-Geography department.
Web-based distance education, e-readiness, e-satisfaction, online learning, prospective teacher