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

Abstract

This study aims to determine the impact of peer mentoring within a flipped classroom environment on preservice teachers' competencies in utilizing Web 2.0 tools and their self-efficacy regarding the use of rapid content development tools associated with Web 2.0. The learning environment was meticulously designed to align with the flipped classroom model, exemplifying a hybrid approach that effectively blends online and physical learning spaces. The participants consisted of students from the Faculty of Education at a public university in Turkey. Employing a pre-test/post-test control group random design, data were collected from a total of 151 participants. To assess the participants' competencies, the Scale of Competency in the Use of Web 2.0 Tools and the Web 2.0 Rapid Content Development and Self-Efficacy Scale were utilized. The collected data were analyzed using ANOVA and t-tests to identify any significant differences. The findings from this study revealed a statistically significant difference favoring the peer-mentored experimental group in terms of both their competencies in using Web 2.0 tools and their self-efficacy beliefs concerning rapid content development using Web 2.0 resources.