The effect of teacher candidates' experiences in the flipped learning environments to the educational technology standards self-efficacy, innovativeness level and online engagement

The purpose of the study is to investigate the effect of teacher candidates' experiences in the flipped learning environments to the self-efficacy towards educational technology standards, innovativeness levels, and online engagement. In the study, the sequential explanatory design which is one of the mixed method designs was used. The participants of the study were 58 teacher candidates who were in 3rd grade, studied in Anadolu University, Faculty of Education, Department of Computer and Instructional Technologies and took the Special Teaching Methods I course in 2016-2017. Individual Innovativeness Scale which is adapted to Turkish by Kılıçer and Odabaşı, Student Engagements Scale in Online Learning Environment which is developed by Ergun and Koçak-Usluel and Educational Technology Standardards Self-Efficacy Scale which is developed by Şimşek and Yazar was used to collect quantitative data. For collecting the qualitative data, semi-structured and focus group interviews were used. Related sample t-test was used for the analysis of quantitative data and content analysis was used to analyze qualitative data. The findings revealed that teacher candidates' self-efficacy towards educational technology standards, individual innovativeness and student engagement in online learning environments increased significantly at the end of implementation.