Development of Challenge – Based Learning Combined with Case-Based Learning Instructional Model for Enhancing Pre-Service Chinese Language Teachers’ Instructional Design Competencies

Abstract

The purposes of this research were 1) to examine the factors for enhancing Pre-service Chinese language teachers’ instructional design competencies, 2) to develop challenge-based learning combined with case-based learning instructional model for enhancing Pre-service Chinese language teachers’ instructional design competencies and 3) to study the results of implementing of challenge-based learning combined with case-based learning instructional model for enhancing Pre- service Chinese language teachers’ instructional design competencies. The sample population for Phase 1 comprised of 116 ex-students and three lecturers from the International Chinese Language Classroom Instructional Design course in the first semester of academic year 2022, from the International Chinese Education programme, Southwest Jiaotong University. The target group of phase 2 are 5 experts. The sample group in Phase 3 was 41 Pre-service Chinese language teachers who participated in International Chinese Language Classroom Instructional Design course at Southwest Jiaotong University in semester 1 academic year 2023. The research instruments were 1) a set of questionnaires for pre-service Chinese language teachers and interview for lecturers 2) a set of questionnaires for confirming instructional model 3) lesson plans using challenge-based learning combined with case-based learning instructional model and 4) rubric scoring criterion. Data were statistically analyzed by mean, standard deviation, data analytics statistics for confirmation of instructional model and data analytics statistics for scoring rubric.
The results were found that:
1. Combining the rankings of the internal and external factors from the questionnaire and the content of the interviews, the factors related to teaching methods were the most significant. Both pre-service teachers and lecturers agreed on case-based learning, group discussion and challenge tasks. They believed that appropriate teaching methods could improve their instructional design competencies. While factors such as learning environment and lecturers’ attitude are also important, they need support from different sources. Based on the aforementioned findings, this research suggests an instructional approach that integrates challenge-based learning and case-based learning for the most crucial instructional factors to enhance pre- service teachers' instructional design competencies.
2. Challenge-based learning combined with case-based learning instructional model for enhancing pre-service Chinese language teachers’ instructional design competencies include 5 components: 1) Principle and Rationale, 2) Objectives, 3) Contents ,4) Method of teaching & Materials and 5) Evaluation. The model is 100% conformed to utility standards, feasibility standards, propriety standards, and accuracy standards as assessed by 5 specialists.
3. It was discovered that 98% of the 41 students who enrolled in the International Chinese Language Classroom Instructional Design course had good instructional design competencies. This outcome supports the hypothesis that 80% or more of the participants would enhance their instructional design competencies to a good level through the challenge-based learning combined with case-based learning instructional model.