Journal of Online Learning Research and Practice Volume 7, Number 2, 2019 | страница 37

Journal of Online Learning Research and Practice
Figure 4. Paper prototype.
ter finalizing the paper prototypes, we
converted them into animations. We
built webpages to embed the animated
case studies. Using case studies from
the textbooks Learning from Cases:
Unraveling the Complexities of Elementary
Science Teaching (Tippins, Koballa,
& Payne, 2001) and Teaching in
Today’s Classrooms: Cases from Middle
and Secondary School (Redman, 1998),
we developed animated case studies in
the application. We focused on general
classroom management scenarios and
solutions, such as how to deal with apathetic
or defiant students.
Figures 5 and 6 illustrate the example
from the Learning from Cases
book’s Chapter 3 and Organizing Meaningful
Science Learning Environments
webpages. It includes side links for different
case studies in Chapter 3. The
user can click on Up to Chapter 3 link
to go back and view all of the chapters.
Figure 7 shows the webpage for
Case Study 3.2: To Group or Not To
Group. The page consists of a description
of the case study, video to view the
animated scenario, and link for reflection
and discussion questions. The user
may click on the Up to Chapter 3 link
to go back and view all of the chapters.
We developed all of the webpages using
HTML5 and JavaScript.
For the development of animated
simulations, all of the images required
to develop the scenario were collected
and edited using Microsoft Paint and
GIMP. We used Microsoft Paint and
GIMP to convert various images in different
ways so that we could represent
characters in the case study in different
forms (see Table 2).
The reflection questions (see
Figure 8) then enabled the preservice
teachers to think about and understand
different challenges they may face with-
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