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The aim of this study was to determine the factors predicting student engagement. The sample of the study consisted of 527 students from Karabuk University Distance Education Center. Independent variables of the study were e-learning style and online learning readiness. The data were analyzed using the stepwise multiple regression analysis. The findings revealed that students, who set a learning goal, can manage their time in line with this goal, put effort, organize their learning considering their needs, pay attention to learning situations or the learning object, prefer to work with visual elements, enjoy doing research, can remember easily and study with visuals that facilitate retrieval, prefer to work independently, take responsibility for their learning, and believe in their learning ability, have higher levels of engagement.

The aim of this study is to adapt the Student's Engagement Scale into Turkish by examining the results of reliability and validity analyses of the Turkish version. The sample of this study consists of 398 under graduate students. After translation of the items, the first and the second order confirmatory factor analysis were conducted for construct validity, the internal consistency coefficient was calculated. The scale consists of 19 items assigned to three factor: behavioral, cognitive and affective. The results of confirmatory factor analysis were showed good fit. The scale of internal consistency coefficient vary between .61 and .79 and item-total correlation co-efficiencies vary between .265 and .658. Findings indicate that the scale is reliable and valid for use in Turkish.

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In this study, the effects of students learning styles on academic achievement was investigated in elearning 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.