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.

The effects of teachers' audio feedback on students' project-based learning and its influencing factors have seldom been empirically explored in the higher education context. To address this research gap, a group of Hong Kong freshmen (18-23 years old) and their teachers were involved in this study. Data were collected from students' retrospective journals, post-journal interviews and teacher interviews after the participants experienced audio feedback during their group projects in a General Education course. The findings demonstrated that teachers' audio feedback enhanced students' learning engagement, critical thinking and project output. The students also reported that audio feedback provided convenience, timeliness, rich information, asynchronous discussion and social presence. Other factors including the features of audio feedback, communication between student and teacher on the received feedback and their learning motivation were also crucial in determining the effects of audio feedback on student project-based learning. Copyright © 2022 Routledge.