Journal Summary 5

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

Fatih Saltan

Published in the Slovak Republic
European Journal of Contemporary Education
ISSN 2304-9650 E-ISSN 2305-6746 2017, 6(2): 308-316
DOI: 10.13187/ejced.2017.2.308
www.ejournal1.com

The purpose of the study is to find out whether online case-based learning can improve the pre-service TPACK. It is a kind of quasi-experimental research. There were two groups participated in the research. The first group consisting of 78 pre-service teachers (31 males and 47 females. This group was the experiment group so they were trained with case-based method while the control group which consisted of 82 participants (65 males and 95 males) were not.

From the experiment group, the study revealed that the online case-based method didn’t significantly improve the TPACK of the pre-service teachers. However, the t-test score of sub-domains of TPACK scores, which were TCK and TK showed a statistically significant difference. It meant that online case-based activities could improve participants ‘technological knowledge and technological content knowledge significantly. From the control group, the significant difference between pre and posttest was also not found. It indicated that traditional learning method cannot improve the participants’ TPACK.


From the discussion, it can be concluded that the online case-based method could not improve the participants’ TPACK as a whole. The reason for this may be the insufficient time for conducting the training. The course ran for 10 meetings. The improvement may take longer time and more experiences. 

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