Enhancing Pre-service Teacher’s Self-efficacy and Technological Pedagogical Content Knowledge in Designing Digital Media with Self-regulated Learning Instructional Support in Online Project-based Learning

Pornsook Tantrarungroj, Praweenya Suwannatthachote

Faculty of Education, Chulalongkorn University, Bangkok, Thailand.

DOI: 10.4236/ce.2012.38B017                

Abstract

This study investigated pre-service teachers’ self-efficacy in designing digital media and their technological pedagogical content knowledge (TPCK) for designing digital media using different forms of self- regulated learning instructional support for online project-based learning. The study used a 2x2 factorial research design. The sample consisted of 232 pre-service teachers from an institution situated in Bangkok, Thailand. The four different forms of self-regulated learning instructional support for online project-based learning were PB+SQ+PA, PB+SQonly, PB+PAonly, and PBonly. Two-way Multivariate Analysis of Variance (MANOVA) was used for data analysis. The results showed significant differences in pre-service teachers’ self-efficacy and TPCK posttest scores. No main effect was found between two different self-regulated learning strategies (SQ and PA) upon the means of self-efficacy in designing digital media scores and TPCK scores. The self-regulated learning strategies (SQ and PA) had a statistically significant interaction upon the means of self-efficacy in designing digital media scores while the self-regulated learning strategies (SQ and PA) had no interaction upon the means of the TPCK scores.

Keywords

Online project-based learning, Peer assessment, Pre-service teacher, Self-efficacy, Technological Pedagogical Content Knowledge (TPCK)

Conflicts of Interest

The authors declare no conflicts of interest.

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