Development of situational Teaching and Blended Learning Instructional Model to Enhance Instructional Design Skill of Undergraduate Normal Students
The objectives of this research were 1) to examine the factors that affected Instructional design skills of undergraduate Normal students, 2) to develop situational teaching and blended learning instructional model to enhance the instructional design skills of undergraduate Normal students, and 3) to study the results of the situational teaching and blended learning instructional model to enhance Instructional design skills of undergraduate Normal students. Phases were carried out to answer research objectives 1, 2, and 3. The population of Phase 1 were 229 undergraduate Normal students and 5 lecturers of the practical training course in semester 1 academic year 2022 from LiShui University. The target group of Phase 2 were 5 experts, and the sample group of Phase 3 were 35 students who enrolled in practical training course of LiShui University. The research instruments were 1) A set of questionnaires for students, and interview for lecturers, 2) A set of questionnaires for conformity instructional model, 3) Lesson plans using situational teaching and blended learning instructional model, and 4) Scoring rubric form. Data analyzed by percentage, mean and standard deviation. The results revealed the following 1. The factor to enhance the Instructional design skills of undergraduate students were the internal and external factor. There are 3 internal factors mainly included 1) physical factors; 2) psychological factors and communicate and there are 5 external factors mainly included 1) teaching environment; 2) teaching methods; 3) Teaching materials; 4) evaluation; 5) class size. 2. The situational teaching and blended learning instructional model to improve practical ability in practical training course of enhance the instructional design skills of undergraduate Normal students included 5 components: 1) principle and rationale, 2) objectives, 3) contents ,4) method of teaching& materials and 5) evaluation. The model was 100% conformed to utility, feasibility, propriety, and accuracy standards as assessed by 5 specialists. 3. This result after implementing situational teaching and blended learning instructional model, students’ instructional design skills will be overall improved at 80% (Good Level). Keywords: Situational teaching; Blended Learning; Instructional design skills
Bansomdejchaopraya Rajabhat University. Office of Academic Resources and Information Technology
ลิงค์ข้อมูลในระบบ Matrix