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Cfm en oplc3/2/2023 ![]() Finally, we suggest OPLC implementation for teacher competency development has four stages, including a preparatory stage, an analysis stage, an OPLC implementation stage, and an OPLC testing and evaluation stage. After that, from the input of 30 teacher volunteers in five groups, a plan-see-do (PSD) mechanism was outlined, as well as the importance of the role model/model teacher, buddy teacher, and mentors was also established. These included 1) shared values and vision, 2) collaborative teamwork, 3) practice and cooperative learning, 4) a caring community, 5) shared leadership, and 6) supportive technology. 'From the analysis, six common themes were identified. Therefore, a systematic literature review was conducted to establish which components were most effective in an online professional learning community (OPLC) that supports the development of teacher competencies under the conditions now referred to as the 'New Normal. As such, stress and workloads have increased significantly, even leading to student protests over the required conditions for online learning. These results showed that the proposed Flipped PARSER Model excels at promoting the development of undergraduate students' motivation, academic achievement, and PSS.ĭue to the global COVID 19 pandemic, education in Thailand is undergoing a radical transformation in which state funds are moving from traditional schools to information communication technology (ICT) based education systems that support the development and teaching of online courses. Also, S2's results concerning their PSS were significantly higher than S1 and S3, while their student-teacher satisfaction was also at the highest level. The results showed that Flipped PARSER group (S2) had AA results significantly higher than both the traditional and PBL groups. All instruments were evaluated by an additional five academic experts whose input evaluation was analyzed using MANOVA statistics with IBM's ® SPSS ® for Windows Version 21 program. The quasi-experiment took place over four weeks in March and April 2021. ![]() Nine academic experts reviewed the FC's model development. The study used the FC model in an experimental group (S2) (n=30) while simultaneously comparing it to the control (S1) group using traditional classroom methods (n=31) and another group (S3) using problem-based learning (PBL) (n=29). The sample consisted of 90 student teachers enrolled in the Digital Media and Learning Innovation (DMLI) course in the Elementary Education Program in the Education and Liberal Arts Faculty at a private university in southern Thailand's Songkhla Province. This research aimed to synthesize a review of the literature and theory to develop a flipped classroom (FC) learning model to enhance 1st-year bachelor's degree Thai student-teacher academic achievement (AA) and problem solving skills (PSS). ![]() Overall model suitability according to the experts' input was judged to be at a very high level (mean = 4.61, SD =. These included the learner (L), the instructors (I), the Internet, intranet, and extranet network components (I), the platform component for online teaching, and information and communication technology (ICT) enabled devices (P), and personalized learning (P) (LIIPP Model). The final DCS model consisted of five components. After that, descriptive statistics including the mean and standard deviation (SD) were used to assess the results from the five-level agreement scale used. The experts' questionnaires suitability was analyzed using propriety standards, utility standards, feasibility standards, and accuracy standards as outlined by the Joint Committee on Standards for Educational Evaluation (JCSEE). In-depth interviews and content analysis from seven Thai academic experts in 2020 were used for the analysis. The study aims to develop a model and assess the suitability of a digital citizenship skills (DCS) model for online teaching and learning for Thai undergraduate students.
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