Search Results

Now showing 1 - 4 of 4

Some of the metrics are blocked by your
consent settings
Blended learning with digital story telling model of students in English courses of Chinese primary education: Need assessment analysis
(2025-01-01)
Peng, Lifei
;
Petsangsri, Sirirat
;
Cui, Jianming
The current study aimed 1) to assess the needs of students in English courses at primary schools in China, focusing on blended learning, digital storytelling, English communication skills, and self-efficacy; 2) to develop blended learning with a digital storytelling model. The researcher employed a stratified random sampling method to select four key public primary schools from ten key public primary schools in Tongren City, China. Furthermore, English teachers from those four selected primary schools were invited to assist in the process of distributing the questionnaires, with 100 students sampled from each school, totaling 400 participants. Descriptive statistical methods were used to analyze the collected data, examining the mean scores across 12 items. Results indicated that the mean values ranged from 3.81 to 4.63. Among these, seven items had mean scores exceeding 4.21, reflecting a high need for elements such as additional online English learning materials, English movies and videos, enhanced speaking skills, and greater confidence in learning English. The remaining five items had mean scores above 3.41, indicating a moderate level of need. Moreover, the blended learning with the digital storytelling model was composed of ten steps, including online and offline activities.
Some of the metrics are blocked by your
consent settings
Enhancing Thai student-teacher problem-solving skills and academic achievement through a blended problem-based learning approach in online flipped classrooms
(2024-04-15)
Pimdee, Paitoon
;
Sukkamart, Aukkapong
;
Nantha, Cherisa
;
Kantathanawat, Thiyaporn
;
Leekitchwatana, Punnee
The study aimed to develop a learning model that enhances Thai student-teacher problem-solving skills (PSS) and academic achievement (AA) through a blended problem-based learning (PBL) approach in online flipped classrooms. Phase 1 consisted of the design of the Flipped PARSER (problem-attempt-research-solutions-evaluation-reflect) Model (FPM) through the study of documentation and research. Phase 2 involved using nine experts to assist with the model's development and evaluation using in-depth interviews and content analysis. Phase 3 involved the application and use of the FPM by 30 student-teachers, from which their AA, PSS, and satisfaction were evaluated against the control group of 31 participants. The results from the nine experts' input on the FPM design were significant. Instructor activities included selecting content, media, materials, and their design and development. Other components included learning activities, tools, lesson delivery, and evaluation. Also, PBL methods were again confirmed as an instrumental pedagogy in teaching PSS. When combined with online learning and flipped classrooms, the study's results were higher than those using traditional classroom methods. The study contributes to the literature by determining that online teaching models effectively teach PSS and raise AA scores.
Some of the metrics are blocked by your
consent settings
Effects of copper model in blended service learning for the enhancement of undergraduate academic achievements and critical thinking
(2020-05-01)
Phakakat, Suphamart
;
Sovajassatakul, Thanongsak
This study is aimed at comparing academic achievements and critical thinking skills between the groups undertaking blended service learning and typical learning. A cluster random sampling was employed to sample 62 students. The experimental and control groups respectively comprised 30 and 32 of them. The instruments were 1) a Copper Model lesson plan, 2) online instructional media on Computer and Information Technology, 3) a critical thinking measurement, and 4) an academic achievement measurement. Data were analyzed using mean (x), standard deviation (SD), and one-way MANOVA. Results concluded that the experimental group with blended service learning achieved higher academic achievements and critical thinking skills than the control group at the.05 significance level.
Some of the metrics are blocked by your
consent settings
A blended learning model with IoT-based technology: Effectively used when the COVID-19 pandemic?
(2020-01-01)
Siripongdee, Kobchai
;
Pimdee, Paitoon
;
Tuntiwongwanich, Somkiat
IoT-based technology was considered to refer to all heterogeneous objects and devices through any networks, and Blended Learning (BL) is the educational approach to combine face-to-face (F2F) instruction with ICT instruction. In this COVID-19 pandemic, a model of BL with IoT-based maybe the best New Normal solution for all educational stakeholders. While Traditional F2F is forced to change by social distancing to prevent COVID-19. Many IoT-based "things" could be added in class to create and improve a smart learning environment while portable devices could be joined for the learning goals. This study divided BL into 4 characteristics; F2F, Self-paced, Tele-D, and Ubiquitous, which were further categorized into 3 typical cases of learning environments, Digital, Embedded, and Side-by-side cases. Content analysis method was used to analyze and synthesize a model from related literatures, textbooks, research, articles and websites. A framework of this model has 2 roles of user interfaces (teacher and student) which link 6 modules and a set of databases and 2 types of contexts (classroom and personal).

KMITL

Browse

Filters

Settings

Sort By

Results per page

Search Results