Elsevier

Computers & Education

Volume 169, August 2021, 104194
Computers & Education

The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers

https://doi.org/10.1016/j.compedu.2021.104194Get rights and content

Highlights

  • Study tested online scenario-based learning (SBL) intervention for student teachers.

  • Three conditions with random assignment (SBL, SBL + feedback, SBL + feedback and reflection).

  • Effects on self-efficacy for online SBL condition including feedback and reflection.

  • Effects on cognitive classroom readiness for SBL + feedback and SBL + feedback + reflection conditions.

  • Online scenario-based learning intervention is a useful tool for teacher education.

Abstract

Advances in research on educational technologies and increasing access to computers offer teacher education providers numerous tools and opportunities for supporting student teachers. However, systematic investigations of online interventions using complex classroom scenarios (scenario-based learning activities) are currently lacking. This study tested whether an online scenario-based learning activity has a positive impact on student teachers’ self-efficacy and emotional, motivational, and cognitive classroom readiness before they start their first teaching practicum. In order to draw differentiated conclusions, we explored whether the effectiveness of the intervention depends on the inclusion of automatized expert teacher feedback and the opportunity to reflect on the scenarios. A total of 238 Australian student teachers (64.3% females, mean age = 23.84 years, SD = 6.64) participated in the study. The student teachers were randomly assigned to one of three experimental conditions:control group (online scenario-based learning activity), intervention group 1 (online scenario-based learning activity and feedback), and intervention group 2 (online scenario-based learning, feedback, and reflection). The findings indicated that, compared to the control group, both intervention conditions had a significant positive effect on cognitive classroom readiness. A significant positive effect on self-efficacy was found for intervention group 2. Overall, our research demonstrates the potential of an easy-to-implement online intervention in enhancing self-efficacy and classroom readiness and points towards the importance of combining feedback and reflection within online scenario-based learning activities.

Section snippets

Self-efficacy and multi-dimensional classroom readiness

Student teachers need numerous skills and profound knowledge in multiple areas, such as content knowledge and pedagogical content knowledge (Kunter, Kleickmann, Klusmann, & Richter, 2013) to succeed in the practicum and as practicing teachers. However, from a socio-cognitive perspective (Bandura, 1997), it also seems necessary that they themselves are convinced that they can be successful as teachers, i.e., possess sufficiently high levels of teaching self-efficacy (e.g., Chesnut & Burley, 2015

Online scenario-based learning activities

Scenario-based learning (SBL), also known as case-based learning or problem-based learning (e.g., Errington, 2011; Smith & Ragan, 2005), represents a promising approach to prepare student teachers for the practicum and to boost their self-efficacy and classroom readiness. SBL relies on principles of situated learning theory (e.g., Lave & Wenger, 1991) and situated cognition (e.g., Brown, Collins, & Duguid, 1989), stating that learning is maximized if it can be embedded in situations that mirror

Participants

The sample analyzed in this study consisted of 238 Australian student teachers. They were randomly assigned to three groups: 86 in the control group (SBL only), 76 in intervention group 1 (SBL and feedback), and 76 in intervention group 2 (SBL and feedback and reflection). The participating student teachers were on average 23.84 years old (SD = 6.64, ranging from 18 to 56 years) and 64.3% identified as females. The majority of the participants were recruited from two university-based teacher

Descriptive data

There were no significant differences between the three groups with respect to any of the socio-demographic variables assessed prior to the SBL learning activity (see Table 1). Table 2 shows correlations among all variables separately for the three groups. With regard to the outcome self-efficacy, the following means scores (and standard deviations) were observed for the three groups: M = 4.66 (SD = 0.68) for the control group (SBL only), M = 4.70 (SD = 0.60) for intervention group 1 (SBL and

Discussion

The main goal of the present study was to test different components of a brief and easy-to-implement online intervention aiming to increase student teachers’ self-efficacy and classroom readiness and thus, to contribute to their practicum preparation. We therefore adopted an intervention design with random assignment to three conditions—a control group working on scenario-based content without feedback and reflection, and two intervention groups working on scenario-based content with feedback

Authors contributions

LB: Conceptualization; Formal Analysis; Methodology; Writing: Original draft, Writing: review and editing RK: Conceptualization; Writing: Original draft; Writing: review and editing; Methodology; Funding Acquisition; Supervision TD: Writing: Original draft; Writing: review and editing; Investigation; Project Administration JR: Writing: Original draft; Writing: review and editing; Project Administration KB: Writing: Original draft; Writing: review and editing; Investigation; Project

Acknowledgements

Funding for this research was provided by the European Research Council (grant #647234 SELECTION).

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