Effective Teaching Management through Cooperative Online Learning Activies for Engineering Education

Klinbumrung, Kanyawit

doi:10.1109/istem-ed50324.2020.9332702

Cited by 6 publications

(4 citation statements)

References 2 publications

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“…The CLM Model assessment results on student-teacher CPSS used the Meguigan formula, which has a criterion of 1.00 as a standard validity value. After measurement was conducted, student-teacher effectiveness was calculated to be 1.86, showing a high effectiveness correlation consistent with other studies using the Meguigan formula as a measurement tool (Klinbumrung, 2020;Ruangsiri, 2020).…”

Section: Student-teacher Learning Effectivenesssupporting

confidence: 85%

“…Table 3 compares the students' learning achievement and each lesson's effectiveness results. Meguigans's formula and the learning results with t-test dependent were analyzed (Klinbumrung, 2020;Ruangsiri, 2020). Results revealed that average academic achievement scores before and after school were significantly higher than before at the .05 level.…”

Section: Cpss Achievement Quizmentioning

confidence: 99%

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Thai Computer Studies Student Teacher Complex Problem-Solving Skills Development: A Cooperative Learning Management Model

2022

JHETP

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The research aim was to develop cooperative learning management (CLM) model using computational thinking (CT) and mind mapping techniques to promote Thai computer studies student-teacher (CSST) complex problem-solving skills (CPSS). The sample was 15 first-year CSSTs in the Faculty of Education's Computer Studies Department of Thailand's Thonburi Rajabhat University. The pre-study achievement test classified students into three levels (weak, moderate, or strong). Five experts were involved in the assessment of the CLM plan, which was determined to have a content validity index (CVI) at the highest level (mean = 4.00). They also evaluated the 21 indicator rubric scoring-type test tool for complex problemsolving skills (CPSS) and determined its CVI mean = 3.99. After a pilot test of 30 student teachers, a 42item questionnaire was finalized. The final CPSS course involved five primary components within an eightstep process. The CSST used six sessions of four hours each. Results showed that the final course post-test score was 90.40 for all 15 student-teachers, significantly higher than the 70% achievement level setting.

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Section: Student-teacher Learning Effectivenesssupporting

confidence: 85%

Section: Cpss Achievement Quizmentioning

confidence: 99%

Thai Computer Studies Student Teacher Complex Problem-Solving Skills Development: A Cooperative Learning Management Model

2022

JHETP

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“…FCs also allow flexibility in when, where, and how students access their lecture material [17], [25]. FCs also allow greater student collaboration and teacher management, especially when combined with an LMS [26].…”

Section: Discussionmentioning

confidence: 99%

Promoting Undergraduate Pre-Service Teacher Computational Thinking

Pimdee

Pipitgool

2023

TEM Journal

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The study aimed to evaluate the results of a computational thinking (CompThink) and learning management model using a flipped classroom (FC), combined with critical thinking problem-solving (CTPS) activities. The sample consisted of 57 third-year Thai computer studies (CS) pre-service teachers (PST) (29 = control group, 28 = experimental group). The mean scores of CompThink and Academic Achievement were analysed using a One-way MANOVA. Post-course testing revealed that learning achievement and CompThink were higher than students studying using traditional methods.

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“…In education communities in 2022, it is very difficult to discuss student learning without simultaneously talking about the COVID-19 pandemic's impact on traditional classroom learning. In these discussions, we frequently hear terms like the 'New Normal,' remote learning, online learning, distance learning television, digital learning, or learning management systems (LMS) (Klinbumrung, 2020;UNESCO, 2020). As tragic as COVID-19 has been to education worldwide, SLCs and PLCs are potent mechanisms to overcome the massive hurdles that moving to online education has created and the associated learning curve for all stakeholders.…”

Section: Introductionmentioning

confidence: 99%

Thai School Learning Communities (SLC): An Exploratory Factor Analysis

2023

JHETP

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This research paper analyzes the composition and level of core values of 17 Thai schools from 17 provinces using school learning communities (SLC). After a literature review, 38 core values were initially determined. A quantitative research methodology was also used to develop a 5-level questionnaire. The sample size was 304 individuals who were selected by stratified random sampling. An exploratory factor analysis (EFA) was performed, from which seven experts determined that the SLC core value variables could be grouped into four main categories containing 32 remaining core value variables after the importance assessment. Ranked in priority order, these were 1) Component 4 (Emphasize on teachers' acceptance of diversity) (

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Effective Teaching Management through Cooperative Online Learning Activies for Engineering Education

Cited by 6 publications

References 2 publications

Thai Computer Studies Student Teacher Complex Problem-Solving Skills Development: A Cooperative Learning Management Model

Thai Computer Studies Student Teacher Complex Problem-Solving Skills Development: A Cooperative Learning Management Model

Promoting Undergraduate Pre-Service Teacher Computational Thinking

Thai School Learning Communities (SLC): An Exploratory Factor Analysis

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