Effective media-utility in learning

Thesis (Ph. D. in Education)--University of Tsukuba, (A), no. 2484, 2001.3.23Includes bibliographical reference

ผลการตรวจสอบความตรงของรูปแบบสิ่งแวดล้อมทางการเรียนรู้แบบปฏิสัมพันธ์ที่ส่งเสริมกระบวนการคิดแก้ปัญหาเชิงสร้างสรรค์ สำหรับนักศึกษาสาขาคอมพิวเตอร์

This research aimed to study the Model validation of the interactive learning environment model to enhance creative problem-solving thinking for computer education students. The Developmental Research Method Type II was applied in the second phase which involved the procedures for model validation, Internal validation, External validation. The findings are as follows: 1) Internal validation, to determine the internal validity of the various elements of the model by evaluation from mentor and Expert Review 2) External validation, to study the External validation by used the interactive learning environment model to enhance creative problem-solving thinking through the first phase to used with the target group in the nearby context to be confirm the quality of the model. The result revealed that: 1) The model have internal validation in aspects of Media on the network and the design of learning environments. 2) The model have external validation, which showed from the impact of the model on studentr’s learning, i.e., the learners’ creative problem solving thinking skill was at a high level ( mean =17.26, S.D. = 1.96), the learning achievement was at a very high level ( mean =12.95, S.D. = 3.41), and the student’s opinions toward Learning Environment model were appropriated in all aspects such as learning contents, web-based learning environments, and supporting and encouraging them to enhancing knowledge

การสังเคราะห์กรอบแนวคิดการออกแบบสิ่งแวดล้อมการเรียนรู้บนเครือข่ายตามแนวคอนสตรัคติวิสต์ที่ส่งเสริมกระบวนการการแก้ปัญหาและการถ่ายโยงการเรียนรู้สำหรับนักศึกษาคอมพิวเตอร์ศึกษา

This study aims to synthesize the designing framework of Constructivist Web-based Learning Environment to Enhance Problem Solving Process and Transfer of Learning for Computer Education Student. The target group consisted of 5 expert reviewers for web-based learning environment design. Developmental research (Type I): document analysis process was employed in this study. Several methods used were as follows: (1) to examine and analyzing the principles and theories, (2) to synthesize theoretical framework, (3) to synthesize designing framework, and (4) to evaluate the synthesis of designing framework for the constructivist web-based learning environment to enhance problem solving process and transfer of learning. The results revealed that: 1) Theoretical Framework for designing of learning environment to enhancing problem solving process and transfer of learning comprised of 3 theoretical bases as following: (1) Context of learning management base (2) Learning theory base, and (3) Media theory base. 2) The constructivist web-based learning environment comprises of 10 components as follows: (1) Problem base (2) Resources (3) Related case (4) Fostering problem solving process center (5) Transfer of learning center (6) Social support for education views (7) Scaffolding (8) Cognitive tool (9) Collaboration, and (10) Coaching. 3) The synthesis of designing framework of the constructivist web-based learning environment was evaluated by an expert review. The designing framework of constructivist web-based learning environment was found to be appropriate in the principle and theory, the component of designing framework, and enhancing to construct the knowledge and problem solving process and transfer of learning for the learners

Developing Model of Participation Supervision to Promoted the Competencies in Learning Management Innovation Design as Higher Order Thinking

Educational supervision is an important to performance and behavior change into the teachers as learning management. This to highlight a developing model of participation supervision to promoted the competencies in learning management innovation design as higher order thinking. Qualitative research to data collection. A “Key” the factors to model of participation supervision including as creating awareness and appreciation, creating successful influence, creating direct experience, follow- up the reflection, and creating professional learning community. Finally, participation supervision to promoted the competencies in learning management innovation design to the teachers of learning management as higher order thinking into the students’ learning to efficiency and effectiveness