Abstract
In the study, it is aimed to develop a valid and reliable scale that can be used to determine the online authentic learning self-efficacy of the prospective teachers. The validity and reliability studies of the scale were made with the participation of 225 students from Near East University Ataturk Faculty of Education in Fall Semester of 2016–2017. Expert opinions were obtained for the scope and content validity of the scale. Exploratory Factor Analysis (EFA) was used to test construct validity. As a result of the study, a nine dimensional scale was developed that consists of 66 items that explains the 64.1% of the total variance (problem-solving skills and bonding, supra-cognitive skills and persistence in learning, interaction with real-world environments and interaction in the online environment, interaction and learning experiences with the real world, social bonding in online collaborative learning environments, structured support for internalizing effective learning and knowledge, multiple evaluation and feedback, collaborative work skills and product development). The internal consistency reliability of the scale is calculated with Cronbach Alpha and determined as 0.97. In addition, one can be said that students have good “self-efficacy” for online authentic learning.
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