Petsangsri, Sirirat
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Preferred name
Petsangsri, Sirirat
Alternative Name
Petsangsri, S.
Main Affiliation
Email
sirirat.pe@kmitl.ac.th
3 results
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Item type:Publication, Project-Driven Flipped Classroom Develop Digital Competences in Preschool Education Students(2024-01-01); Digital competency is one of the most important competencies for normal university students in the digital age. It will have a direct impact on the next generation they teach. At present, there are still some problems in the teaching content and teaching model. This study implements a project-driven flipped classroom teaching model for students by redesigning and developing a modern educational technology curriculum. 144 students participated in the experiment. Self-assessment was conducted in accordance with the ICT Teaching Competency Standards for Pre-service Teachers. The results show that project-driven flipped classroom solves the problem of learners' motivation. It can effectively improve the problems such as students cannot learn continuously, learn fragmented knowledge, and are easy to forget. At the same time, this study also points out flipped classroom requires university students have a certain level of self-management and self-learning ability. It is suitable for learning practical and operable knowledge and skills. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Enhancing Key Digital Competence in Pre-service Kindergarten Teachers: A Design-Centered SPOC Blended Learning Model(2025-01-01); As our world becomes increasingly digital, educators must possess strong digital skills to effectively prepare their students for the future. However, traditional teacher education programs often neglect the cultivation of digital competence. To address this gap, this study developed a Design-Centered SPOC Blended Learning (DCSBL) model to enhance the digital competence of pre-service kindergarten teachers. The DCSBL model integrates elements of blended learning, design-based learning, and digital competency training strategies. A quasiexperimental study was conducted to evaluate the effectiveness of this model. The results indicated that the experimental group, which received DCSBL instruction, significantly outperformed the control group in terms of digital skills achievement (DSA) and Self-evaluation of key digital competence (KDC). Furthermore, qualitative analysis of student reflections revealed that DCSBL stimulated students’ learning motivation, engagement, and sense of achievement. However, the study also highlighted the increased cognitive load and meta-cognitive demands associated with the DCSBL Model. To realize the full potential of competency-based education, teaching assessment must be reformed. The development of digital competence for teachers should be combined with a “micro-certification” system. This approach can provide a more flexible and personalized pathway for educators to acquire and validate their digital skills. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Blended Learning Needs Analysis of Students in the SPOC Era: Local University Perspective in China(2025-01-01); With the development of the new generation of information technology, blended learning has entered the SPOC era, teachers and students can become the designers of the blended course. This also places higher demands on teachers and students' digital competence. Learning needs analysis is the most important step in SPOC-based blended learning. This article takes local university students in China as the survey object, and conducts a questionnaire survey on four aspects: individual learning aspirations, learning process needs, learning environment needs and learning ability gaps. The results show that today's university students have a strong willingness to blended learning, the demand for teaching resources is diversified, the learning process fails to fully give full play to the advantages of blended learning, the teaching evaluation needs to be reformed, and the gap between individuals is large. The study suggests that the current blended teaching should build high-quality learning resources, strengthen the interaction between online and offline teaching, pay more attention to the process and diversity evaluation of students.