Blended Learning via Social Media-based Collaborative Learning Model Using Research-based Learning to Enhance TPACK Abilities of Pre-service Teachers

Abstract

The purposes of this research were: 1) to study the learning conditions and the needs; 2) to develop blended learning via social media-based collaborative learning model using research-based learning to enhance TPACK abilities of pre-service teachers; 3) to examine the effects of the model; and 4) to propose the model. The population and sample were 18 experts. The sample used in the model experiment consisted of 55 fourth-year pre-service teachers. The research instruments consisted of a questionnaire on the learning conditions and the needs, and a lesson plan. The data-gathering instruments included an evaluation form of TPACK abilities, and a questionnaire on students’ opinions. The finding revealed that the model comprised of five components: 1) blended learning environment, 2) social media-based collaborative learning tools, 3) blended learning activities, 4) roles of relevant parties, and 5) evaluation and the three main phases were: 1) prepare; and 2) join research-based learning, which consisted of five learning processes: 2.1) co-observe and identify the cause of the problem; 2.2) formulate the assumptions and consider the missions; 2.3) plan the implementation and gather the data, 2.4) discuss the processes and analyze the data; 2.5) conclude the study online and unravel the problem; and 3) evaluate. The result from using the model indicated that the TPACK abilities of students after the experiment was at a high level.