Effect of teacher's coaching in online discussion forums on students’ perceived self-efficacy for the educational software development

Abstract

Purpose of this study was to determine the effect of teacher's coaching in online discussion forums on Students’ Perceived selfefficacy for the Educational Software Development. Pretest-posttest control grouped experimental design has been used in the study. The study group consisted of students studying at third grade in Ankara University Faculty of Educational Sciences, Department of Computer Education and Instructional Technologies in the spring term of 2009–2010 academic year. The study includes two groups; an experimental and a control group. Both Groups were instructed by blended learning method. The experimental group was coached by the course instructor in online discussion forums and the control group wasn’t coached, but to participate in online discussions among themselves. Within this context, in order to determine the levels of educational software development process towards self-efficacy. software development process towards self-efficacy was administered before and after the instruction as a pre-test and post-test. Paired samples and independent groups t-test was used to analyze the data. There was a statistically meaningful significance between result of the software development self-efficacy pre-test and post-test scores of both group, When the the post-test and pre-test scores of the differences were compared, whereas a meaningful significance was not found. Results of the study, blended learning environment implemented in the discussion provided in the coaching of the students educational software development self-efficacy, a significant effect not been seen, but blended learning environment on students’ educational software development self-efficacy, a significant effect was observed.