Milagros C Faustino^1,, Dennis B. Roble¹

The availability of more online courses has led to an increase in online learning options and blended learning approaches. These developments brought to light the need to equip preservice teachers with the knowledge and abilities to design online classes and activities and improve their abilities to control student behavior in online learning. This study sought to determine the effects of authentic learning tasks on preservice teachers' self-efficacy in online teaching. The researchers assessed the effect of authentic learning activities on preservice teachers' self-efficacy for online teaching using single group pretest-posttest experimental design .Data were collected using a modified version of The Michigan Nurse Educators' Sense of Efficacy for Online Teaching Scale (MNESEOT) by and the "Survey of Online Teaching Perception" questionnaire. A total of 32 third-year preservice teachers who were enrolled in a Principles and Strategies of Teaching Mathematics course participated in the study. The findings demonstrated that authentic activities significantly improved preservice teachers' online teaching self-efficacy scores in the areas of student engagement, instructional techniques, classroom management, and computer abilities. The results of the study demonstrate that pre-service teachers had a high level of confidence in their capacity to carry out authentic learning tasks such creating websites, maintaining blogs, directing synchronous classes, and planning presentations. Also, despite their initial hesitation brought on by their lack of experience, the pre-service mathematics teachers felt confidence in their capacity to conduct online instruction. The connection of authentic learning exercises to real-world situations increased their degree of comfort with future online education.

authentic learning tasks, online teaching self-efficacy, online instruction