Learning through Case Studies in Online Teacher Education: How Reflection and Revisiting Cases Can Make a Difference
Abstract. With the growing trend towards online learning in teacher education, teacher educators need to know which instructional strategies work well in online learning environments. This study examined the connection between pre-service teacher education students' self-regulated learning (SRL) and mastery approach goals (MAP) in an online educational psychology course and explored the role of scaffolding, reflection, and revisiting cases as a part of cased-based instruction. The findings indicated that SRL and MAP are significantly related in this online teacher education context and highlight how case study instruction fosters this relationship. Strategies that involved revisiting cases for mastery, scaffolding and reflection, and critical thinking as a part of case study instruction were significant moderators of the relationship between SRL and MAP.