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<p>As digital learning becomes increasingly central to teacher professional development, understanding how different online pedagogical models influence learning outcomes has become essential. This quasi-experimental study compared the effects of online collaborative learning (OCL) and simulation-based learning (SBL) on pedagogical knowledge and teaching efficacy in 674 primary and secondary school teachers in Taiwan (OCL group: <i>n</i> = 399; SBL group: <i>n</i> = 275). The OCL and SBL groups participated in a 3-h digital health education enhancement programme. The OCL group engaged in structured online collaboration and reflective dialogue, whereas the SBL group participated in scenario-based simulations that replicated authentic classroom situations. Paired-sample analyses indicated significantly higher pedagogical knowledge and teaching efficacy in both groups following the interventions. The OCL group exhibited greater gains in pedagogical knowledge, whereas the SBL group exhibited greater enhancement of teaching efficacy. Linear mixed-effects models controlling for demographic covariates confirmed distinct patterns of change in the groups. After adjustment, higher education level and specialisation in health education exhibited positive and negative associations, respectively, with teaching efficacy. Moreover, cognitive load was positively associated with knowledge gain but negatively associated with teaching efficacy. These findings highlight that OCL effectively supports teachers’ conceptual understanding and knowledge integration, whereas SBL improves their applied competence and instructional confidence through experiential learning. The results underscore the importance of aligning digital pedagogical approaches with professional development objectives and provide empirical evidence to guide differentiated, technology-integrated teacher training programmes.</p>

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Effects of online collaborative learning and simulation-based learning on pedagogical knowledge and teaching efficacy in digital education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月22日

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  • Chia-Chen Chang,
  • Wen-Chi Wu,
  • Li-Chu Chen,
  • Ping-Hsiu Tsai,
  • Chen-Yin Tung

摘要

As digital learning becomes increasingly central to teacher professional development, understanding how different online pedagogical models influence learning outcomes has become essential. This quasi-experimental study compared the effects of online collaborative learning (OCL) and simulation-based learning (SBL) on pedagogical knowledge and teaching efficacy in 674 primary and secondary school teachers in Taiwan (OCL group: n = 399; SBL group: n = 275). The OCL and SBL groups participated in a 3-h digital health education enhancement programme. The OCL group engaged in structured online collaboration and reflective dialogue, whereas the SBL group participated in scenario-based simulations that replicated authentic classroom situations. Paired-sample analyses indicated significantly higher pedagogical knowledge and teaching efficacy in both groups following the interventions. The OCL group exhibited greater gains in pedagogical knowledge, whereas the SBL group exhibited greater enhancement of teaching efficacy. Linear mixed-effects models controlling for demographic covariates confirmed distinct patterns of change in the groups. After adjustment, higher education level and specialisation in health education exhibited positive and negative associations, respectively, with teaching efficacy. Moreover, cognitive load was positively associated with knowledge gain but negatively associated with teaching efficacy. These findings highlight that OCL effectively supports teachers’ conceptual understanding and knowledge integration, whereas SBL improves their applied competence and instructional confidence through experiential learning. The results underscore the importance of aligning digital pedagogical approaches with professional development objectives and provide empirical evidence to guide differentiated, technology-integrated teacher training programmes.