The Effect of Peer Mentoring on Web 2.0 Usage Competence and Self-Efficacy Beliefs in Flipped Classrooms

The Effect of Peer Mentoring on Web 2.0 Usage Competence and Self-Efficacy Beliefs in Flipped Classrooms

Mehmet RAMAZANOĞLU, Tayfun AKIN & Mehmet Şahin SOLAK

ABSTRACT
This study aims to determine the impact of peer mentoring in a flipped classroom environment on pre-service teachers' competence in using Web 2.0 tools and their self-efficacy in using rapid content development tools of Web 2.0. The learning environment was designed as suitable for the flipped classroom model, which can be used as an example of the hybrid approach in which online and physical environments are blended. The participants included students of the faculty of education at a public university in Turkey. In the study, in which the pre-test/post-test control group random design was used, data were collected from a total of 151 participants. Results from this study revealed a significant difference in favor of the peer mentored experimental group in terms of both the competencies in the use of Web 2.0 tools and the dimensions including Web 2.0 rapid content development self-efficacy belief.

KEYWORDS: Peer mentoring; flipped classroom; hybrid classroom; hybrid learning; web 2.0 tools

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