Development of an Online Active Learning Model Using the Theory of Multiple Intelligence to Encourage Thai Undergraduate Student Analytical Thinking Skills

Abstract

This research aim was to create an online active learning (OAL) model using Multiple Intelligence Theory (MIT) to promote Thai undergraduate analytical thinking skills (ATS). Eight experts assisted with their expertise in the model's development and five for the model's final assessment. The research tools used consisted of an interview form and a model assessment form. The results showed that the PPICE learning model consisted of nine elements and five steps. The five steps were preparation and problem determination (Step 1), problem analysis (Step 2), study and collect relevant information to practice thinking (Step 3), conclusion and presentations (Step 4), lesson summary and evaluation (Step 5). The expert's assessment of the PPICE Model revealed that overall the model was at its 'best' level (mean = 4.63, SD = .048). Moreover, the experts judged the model's nine components as the 'best' (mean = 4.74, SD = 0.38), with measurement and evaluation second (mean = 4.70, SD = 0.45), and teaching and learning activity processes third (mean = 4.66, SD = 0.48).

A systematic review of analytical thinking skills in STEM education settings

“…The seven studies using this design were likely to be interested in exploring the extent to which changes in AT skills can be associated with changes in other learning outcomes or identify patterns or trends in AT skills. Finally, it has been observed that the seven studies under investigation have adopted a research and development (R&D) design (Chuumchuen and Surpare, 2022; Levin and Verner, 2020; Lu Atun Nisa’ et al , 2019; Nur’Azizah et al , 2018; Rodrangsee et al , 2022; Sujatmiko et al , 2021; Thabvithorn and Samat, 2022). In the context of the research study, R&D design may be used to explore potential solutions or develop new products to enhance AT skills.…”

Quantifying Influence: Propensity Score Matching Unravels the True Effect Sizes of Learning Management Models on Students’ Analytical Thinking

“…Upon careful consideration, it is evident that the characteristics of the learning management process create engaging experiences for students, foster understanding, impart knowledge through teaching, understanding through teaching, practice, expand thinking through mutual exchange, and evaluate outcomes. Consequently, students can engage in critical thinking, analyze sub-components, and establish profound connections, enabling them to assess data, identify problem-solving strategies, and make decisions (Rodrangsee et al, 2022;Spaska et al, 2021;Suyatman et al, 2021). However, it was discovered that various research characteristics, including the year of publication, field of research, level, duration per plan, learning management process, measurement and evaluation, and research quality, positively influence the development of students' analytical thinking.…”

“…However, research indicates that there is no difference in learning management models. The conclusions from the studies of Ramadani et al (2021), Rodrangsee et al (2022), andSuyatman et al (2021) suggest that inquiry-based learning can also develop students' analytical thinking. When considering the learning management process, crucial processes for students' analytical thinking include creating opportunities for students to face problems, pose questions, make predictions, analyze relationships, make connections, verify, and summarize findings from various situations is a method that significantly enhances students' analytical thinking and can be effectively applied in problem-solving in daily life and various situations (Amer, 2005;Elder & Paul, 2007;Rasheva-Yordanova et al, 2018;Robbins, 2011;Sartika, 2018).…”

Enhancing Thai student-teacher problem-solving skills and academic achievement through a blended problem-based learning approach in online flipped classrooms

“…FCs move the lecture process outside the classroom, and its core idea has been expanded and explored with newer mediums, platforms, and devices. In Thailand, FCs have effectively taught STEAM classes, computational thinking, analytical thinking, 21st-century information literacy, and online active learning [ [24] , [25] , [26] , [27] , [28] ]. FCs are frequently combined with blended learning as new models for both in-class and out-of-class teaching ( Table 1 and Fig.…”