Search results for: Zha Shenghua
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An Examination of Pre-Service Teachers’ Interpersonal Dispositions in the Readiness Assurance Stage of Team-Based Learning
Team-based learning (TBL) is a type of small-group collaborative learning that promotes students’ accountability and intellectual growth. The readiness assurance stage of TBL, though having a great potential of addressing the widespread course preparation problem, has not been given enough attention. This study aimed to examine the effectiveness of the readiness assurance stage in online and on-campus TBL and to enhance our understanding of how pre-service teachers’ interpersonal dispositions affected their learning in both environments. Results of the mixed-method study showed that both online and on-campus modes were effective in improving pre-service teachers’ understanding and applying pedagogies in teaching. Students’ conceptual understanding of pedagogies was positively associated with their learning behavior and negatively affected by the conformity in online TBL. However, none of the interpersonal dispositions were found to significantly affect pre-service teachers’ application of pedagogies in online TBL. Likewise, those interpersonal dispositions did not significantly affect pre-service teachers’ understanding and applying pedagogies in on-campus TBL. Based on these results, the authors offer suggestions for educators and researchers who are interested in implementing or examining TBL
Updated: Apr. 18, 2021
A cross-institutional investigation of a flipped module on preservice teachers’ interest in teaching computational thinking
Informed by the person–object theory of interest, this study deployed a mixed-method concurrent triangulation design and investigated the impact of major/specialization, gender, and module design on preservice teachers' interest in teaching computational thinking. The study was conducted in a flipped computational thinking module hosted in three sections of educational technology courses at two U.S. institutions. Results from the quantitative analysis showed that preservice teachers who did both Scratch coding and physical computing practices had a higher level of interest than their peers who only did the Scratch coding only. The qualitative analysis found evidence that preservice teachers' interest differed by their gender and major/specialization statuses. At the end, the authors provided suggestions for future research and practice for teaching computational thinking in teacher education.
Updated: Jan. 01, 2021
The Effects of Instructional Implementation on Learning With Interactive Multimedia Case-Based Instruction
In this mixed-methods, naturalistic study, the authors examine how and what participants learn from multimedia cases and, in particular, how instructional implementation affects learning outcomes from multimedia cases. Multimedia cases with technology supports were implemented in 20 different higher education courses with varying instructional modes involving 251 pre-service and practicing teacher education students from four different universities. Results indicate that significant learning occurred for all instructional implementation groups with one exception--limiting use of cases to context for additional course assignments was not effective. Implications for teacher education are explored.
Updated: Jan. 12, 2010