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    Technology-Supported Active Learning in a Flexible Teaching Space
    (2022-09-01)
    Sitthiworachart, Jirarat
    ;
    Joy, Mike
    ;
    King, Emma
    ;
    Sinclair, Jane
    ;
    Foss, Jonathan
    Active learning is increasingly of interest within Higher Education. The use of technology provides, in theory, the opportunity for more effective active learning, but in practice the majority of learning technology usage is still for “traditional” approaches. Conventional staff training is failing to address this. The authors’ university has provided an experimental technology-rich teaching space (the Teaching Grid) for supporting teachers as they experiment with the delivery of innovative, technology-based teaching. This study investigates teachers’ experiences of trialling active learning approaches within the Teaching Grid using four case studies. The results suggest that the Teaching Grid can be effectively used to support teacher professional development, and the experience of using the facility encourages teachers to integrate technology into their future teaching plans. Five factors are identified which contribute to the promotion of active learning. Teachers’ perceptions of their experience indicate not only the intention to use technology more but also an increased awareness of its potential and openness to adopt more active, student-focused approaches. The broader significance of this work is to identify an alternative model for teacher development which, in contrast to most current approaches, has a demonstrable positive impact on fostering innovative, technology-based pedagogy.
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    Ideas for Creation: A Comparison of the Learning Results of Three-Dimensional Images between Active Learning and Child-Centered Education of Product Design Students
    (2021-01-01)
    Egwutvongsa, Songwut
    ;
    Seviset, Somchai
    This research conducted a comparison of the learning results for the creation of three-dimensional images between active learning and childcentered education. The population and group sampling comprised 90 freshmen students in the Design Education program of King Mongkut’s Institute of Technology Ladkrabang during the Academic Year 2019-2020. Similarly, the population was classified from the selection of systematic random sampling with 45 people for active learning and 45 people for child-centered education. In addition, the research tool used in this research was knowledge and skills test for the students, which was an appropriate test with the simplicity and ability to categorize, accordingly (P =.64; r =.62). The results showed that the students who were studying active learning had higher scores than those studying childcentered education, which had a statistical significance of.05. This case brought the positive features of each of the two methods to be integrated as mixed learning that would also be suitable for the study program of the students. As a result, it was found that the pretest and t post-test had a correlation (Sig. = 0.000) in a positive direction (r = 0.492), as well as displayed the post-test scores at a higher level than the pretest scores, thus having a statistical significance level of.05.
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    Hybrid learning during the COVID-19 pandemic of engineering students at KMITL, Thailand
    (2021-01-01)
    Purahong, Boonchana
    ;
    Sithiyopasakul, Saran
    ;
    Sithiyopasakul, Paisan
    ;
    Anuwongpinit, Thanavit
    ;
    Archevapanich, Tuanjai
    This article presents the hybrid learning model during the COVID-19 for students of Agro-Industrial Systems Engineering who enrolled in the course embedded system, course code 01386304, Faculty of Engineering, King Mongkut's Institute of Technology Ladkrabang for 29 students by selecting a specific sample group. The researcher presented a hybrid learning model during the COVID-19, where students were orientated for the same understanding and followed by teaching as active learning formed project-based learning. Finally, we assessed five aspects of hybrid learning satisfaction during the COVID-19. The evaluation results revealed that the students' satisfaction was at a good level and their arithmetic mean was 4.206 and the standard deviation is equal to 0.74 (X = 4.206, S.D. = 0.74)