What are the Differences Among Pre-Service Teachers of Diverse Achievement Levels in Their Online Instructional Design Collaboration? — Analyzing from the Perspective of Behavior Pattern

Instructional design plays a vital role in the development of pre-service teachers. Sharing and communication based on instructional design is the norm of professional development of pre-service teachers. Based on the instructional design activities of pre-service teachers guided by the collaborative knowledge building, this research adopts the methods of lag sequence analysis and content analysis method to analyze and compare the participation and behavior pattern of 20 pre-service teachers in both high- and low-achievement groups. This is in order to analyze the differences of online behavior pattern among pre-service teachers of diverse achievement levels. Moreover, a few suggestions are put forward: We should encourage pre-service teachers in the low-achievement group to be more active in participating in various stages of collaborative knowledge building activities, and improve the ability of pre-service teachers in the low-achievement group to deeply reflect on themselves after consulting with members of their cohort.