Development of An Instructional Design Model for Blended Coaching and Action Learning for Supervisors to Enhance Secondary School Teachers’ ICT Utilization

Supervisors are responsible for guiding teaching and learning management and exchanging academic learning with teachers and school administrator in order to enhance ICT utilization among secondary school teachers. Applied guiding process had been allowing supervisors to meet and discuss with teachers in the school. Further to the advancement of ICT technology nowadays, supervisors are able to provide guidance through blended coaching in order to enhance secondary school teaching and apply action learning principle for better ability of secondary school teachers in utilizing ICT. This research aimed to develop a blended coaching and action learning of supervisors to enhance secondary school teachers’ ICT utilization. Researchers had applied research process and developed a model and tested with sample group including a supervisor and 18 secondary school teachers for a month

A Study of Research Values for Private University Faculty

Conducting research is considered another important obligation of both private and public university lecturers apart from teaching. Concerning conducting research, good researchers satisfactorily need to have research values. The objectives of this research were 1) to determine research values needed for private university faculty and 2) to identify research values for private universities across the research process. The samples comprised 15 research lecturers and professional researchers with more than five years of research experience. The interviews as the core research data collection of this study were conducted based on the research values synthesized from published documents and academic journals. The findings of this study revealed that research values for private university faculty include 13 core values categorized under three categories as follows: Category 1 – Creativity Values consisting of three sub-core values: 1) generating new research ideas, 2) daring to face research challenges, and 3) conducting research beneficial to society; Category 2 – Professional Researcher Values consisting of six sub-core values: 4) working systematically, 5) having good human relations, 6) having no prejudice, 7) having high responsibility, 8) thinking logically and 9) not violating human rights; and Category 3 –Adherence to the Truth Values comprising four sub-core values: 10) being competent in searching for information, 11) being truthful to the data observed 12) avoiding committing plagiarism and 13) presenting quality research. It was also found that Creativity Values were most frequently used in the phase of determining research problems. Professional Researcher Values were most frequently used in the phases of designing research methodology, creating research instruments, collecting the data, analyzing the data and discussing and concluding the results of the study. Adherence to the Truth Values were most frequently used in summary, discussion and research presentation phases

The Result of Studying on The Use of Online Knowledge Sharing and The Key Factors to Supporting of Online Knowledge Sharing in The Context of Undergraduate Management Students

The success of online learning thus depends on the participation, engagement, and social interaction, which leads to knowledge sharing. The concept of online knowledge sharing is online communication of learning and doing among students to share and exchange knowledge by using technology as a tool to share knowledge to create understanding or enhance performance. The purposes of this study were to investigate the current situations in the use of online knowledge sharing for teaching and learning in higher education in Thailand. This study has employed a mixed method research consisting of two parts. Part 1 involved a quantitative research to investigate the current situations of online knowledge sharing use among university students in Thailand. The sample group was composed of 421 students. Part 2 was a qualitative research to survey opinion of instructors on the key factors supporting their effective use in higher education. The results showed undergraduates' interest in using supporting program for online knowledge sharing system. The feature of online technology that their want to use were technology to a communication, technology to create knowledge and technology for knowledge sharing. The result revealed that the basic elements related to online knowledge sharing consists of participants, learning activities, online technology platforms. The factors to supporting of online knowledge sharing consists of preparing the students, motivational factors, individual participation, the support from the instructors and learning environment

Development of Personal Knowledge Management System with Learning Contract and Peer Assisted Learning for Enhance Academic Work of Graduate Students

The purpose of this study was development of personal knowledgemanagement system using learning contract and peer-assisted learning to enhance academic task of graduate students. The research and development (R&D) process was divided into four phases: 1) studied, analyzed and synthesized related documents and interviewed the experts’ opinions concerning components and stepsof personnel knowledge management process, learning contract process and peerassisted learning process 2) developed a prototype of personnel knowledge management system for learning communities using learning contract and peerassisted learning 3) studied the effects of the system for six weeks and 4) proposedthe personnel knowledge management system using learning contract and peerassisted learning. The instruments used in this research consisted of document management system, blog system, rubric for academic writing, a product evaluation form, and an after action review form. The populations of this experiment were graduate students of Department of Education Technology Faculty of EducationChulalongkorn University, who enrolled the course of Research in Educational Technology and Communications. Quantitative statistics used in this study were frequency distributions, percentage, mean, standard deviation and Wilcoxon Matching Pairs Signed-Ranks Test. The research findings indicated that: 1. The developed process composed of three components: 1) people including graduatestudent teacher and peer as experienced student 2) learning contract and 3) technology for personal knowledge management. 2. The developed process composed of four steps: 1) preparation 2) process 3) presentation and 4) evaluation. 3. There were significant differences between pretest and posttest personnel knowledge skill scoring at the .05 level. The overall academic works developed by the samples were evaluated at a good level

Development of An Instructional Design Model to Enhance Public Consciousness of Undergraduate Students by Using Service Learning Projects with Computer-Supported Collaborative Learning

This study was the research and development of instructional design model to enhance undergraduate students’ public consciousness by using service learning projects with computer-supported collaborative learning. Data analysis was done to identify its necessity. Data about instructional circumstance to enhance public consciousness was collected from 40 instructors and 400 undergraduate students, and the analysis was reviewed and certified by 15 experts. Research findings could be concluded that there were 7 elements of instructional design model namely (1) purpose, (2) subject content, (3) roles of instructor/student, (4) service learning project, (5) instruction media, (6) computer-supported collaborative learning, (7) evaluation tools; and six major steps included (1) analysis, (2) design, (3) development, (4) implementation, (5) evaluation, and (6) monitoring

The Development Blended Learning Model Using Collaborative and Case – Based Learning to Enhance Critical Thinking Problem Solving Thinking and Team Learning of Undergraduate Education Students

The study objectives were ; 1) to develop blended learning model using collaborative and case – based learning 2) to conduct the experiment of blended learning model using collaborative and case – based learning. The samples were 37 undergraduate students registering in the Innovation and Information Technology In Education Course, in the second semester of 2013 academic year, from Sample Random Sampling. The research instruments were a questionnaire for instructors, a questionnaire for need learning management, teaching model, model assessment, lesson plans for the blended learning model using collaborative and case – based learning, learning management system or LMS, questionnaire for students’ opinion towards the blended learning model using collaborative and case – based learning, and critical thinking test, test of problem solving thinking, and the assessment form of team learning. The data were statistical analyzed by the following instruments percentage, mean, standard deviation, dependent t-test. Content analysis was employed in this research. The results of the study revealed as follows: 1. The blended learning model using collaborative and case – based learning name “BLCC 7 STEPS MODEL” which comprised 1) the input factors, such as teachers, learners, case study, technology, and circumstance in blended learning and 2) the process composed of the orientation stage and the operational stage of blended learning which contained 7 stages: stage 1 ; study the case assigned collaborative, stage 2 ; diagnose the problem collaborative by brainstorming, stage 3 ; create options collaborative for problem solving, stage 4 ; exchange or change the knowledge, stage 5 ; evaluate the options and assign feasibility, stage 6 ; conclude and discuss the results, and stage 7 ; present and evaluate their assignments.3) the output factors, such as critical thinking problem solving thinking and team learning 4) Feedback 2. The result of experimental from using the blended learning model using collaborative and case – based learning indicated that the competence of critical thinking statistically significant higher than before the implementation at .01. Problem solving thinking of undergraduate students from the faculty of education were statistically significant higher than before the implementation at .01. The competence of team learning in the blended learning model using collaborative and case – based learning was at a high level ( = 4.41, S.D. =0.37) The opinion towards the blended learning model using collaborative and case – based learning was at a high level ( = 4.09, S.D. = 0.54