اجرای برنامه یادگیری الکترونیکی جادویی اقتباس شده در برنامه آموزش معلمان تربیت بدنی

Design Model (Dick, Carey, & Carey, 2005) to provide three sources of self-efficacy, mastery experience, vicarious experience, and social persuasions. Three groups of pre-service teachers (N = 75) took the same content supplement with different delivery system, E-learning group (n = 25) with online, traditional group (n = 25) with printed handout, and control group (n = 25) without supplement. Two instruments, the Physical Educators’ Situation-Specific Self-efficacy and Inclusion Student with Disabilities in Physical Education (SE-PETE-D) and the content knowledge test, were given to all participants twice (i.e., pretest and posttest). A 3 × 2 mixed effect ANOVA revealed that pre-service teachers’ perceived self-efficacy (p = 0.023) improved after taking the e-learning supplement. However, there was no significant difference in the level of content knowledge (p = 0.248) between the learning group and tranditional group.