Self efficiency and social influence of computer support collaborative learning teaching and learning blog

This paper is a report of self efficiency of student teachers conducting blog as their collaborative teaching and learning tool. The report analysis social influence of collaborative activities and its impact on the content development of teaching and learning blog. A number of 35 undergraduates of Bachelor of Education in Teaching English as Second Language (TESL) programme participated in the study. The participants were required to create a teaching and learning blog based on Computer Support Collaborative Learning (CSCL) definition. A questionnaire and SWOT analysis were design to collect data. The questionnaire items were analysed using Rasch Model Analysis. The findings revealed that self efficiency varies among individual and the hardest task to achieve in collaborative learning outcome is to give comments to others. Therefore collaborative strategy must be taught before any collaborative learning strategy is pursued in order to achieve quality learning outcome.