University closures due to the pandemic have taken learning and teaching from the confines of the physical campus to virtual spaces enabled by digital technologies. In order to ensure the quality of higher education learning and teaching, teaching staff need to be supported with quality professional development (PD) for building their capacity to plan for and implement online learning. It is crucial for universities to design and implement customised PD to address the professional learning needs of the teaching staff. This chapter examines how a faculty-based learning innovation team at a university in Hong Kong has adopted an experiential learning approach to design customised PD programmes for teaching staff to build their capacity to enhance the quality of online learning and teaching. Copyright © 2023 selection and editorial matter, Kevin Wai Ho Yung and Huixuan Xu; individual chapters, the contributors.

Based on a case study of an undergraduate course for a teacher education program at a university in Hong Kong, this chapter examines how technology-enabled case-based learning engages pre-service teachers behaviorally, cognitively, and emotionally and prepares them for teaching in schools. Qualitative data obtained from individual interviews with four pre-service teachers and online discussion threads were analyzed using a content analysis approach. This chapter describes how the use of 360-degree panoramic videos and asynchronous discussion forums supports the development of pre-service teachers’ problem-solving skills in tackling school students’ undesirable classroom behaviors, enhancing their reflective skills, and consolidating their content knowledge in classroom management. This study sheds light on how technology-enabled case-based learning may contribute to teacher education programs and prepare pre-service teachers for effective classroom management. Copyright © 2022 Springer Nature Singapore Pte Ltd.