Online Case-based Learning Design for Facilitating Classroom Teachers' Development of Technological, Pedagogical, and Content Knowledge

Abstract

The aim of this study is to investigate whether, and if so how, online case-based learning influence pre-service classroom teachers' self-confidence on technological pedagogical content knowledge (TPACK). To achieve the goal, a control group pretest-posttest quasi experimental design was used. Participants of the study consisted of 160 pre-service classroom teachers studying in a public university. There were two classes which were randomly assigned to experimental (n=78) and control (n=82) groups. The eight video cases were developed by the researchers based on an analysis of relevant learning content and real stories. During 10 weeks only pre-service teachers in the treatment group were participated in an online case-based learning environment and investigate video cases. An "Academic Motivation Scale" consisting of 20 Likert-type questions was used to measure pre-service teachers' academic motivation. The data were analyzed using two-way ANOVA statistical analysis with SPSS 20 packet program. The results showed that using online case-method significantly improved TCK and TK subdomains. However, pre-service classroom teachers' self-confidence on technological pedagogical content knowledge did not improve significantly.