The Continuing Professional Development of the Assessment through Research-based Learning in Higher Education of Thailand

Junpeng, Putcharee; Tungkasamit, Angkana

doi:10.1016/j.sbspro.2014.07.474

Cited by 6 publications

(8 citation statements)

References 12 publications

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“…ERP instructional model is developed by using a learning concept based research. Several reasons are used as the basic rationale in using learning-based research: (1) Research becomes one of important aspects in higher education [17] and the learning trend currently [18]; (2) It integrated learning-based research activities that can improve students' learning outcomes [19] and learning based contextual problems [20], [21] because it facilitates students to construct the knowledge independently so as students understand and evaluate the concepts that have been learned [17], [22]; (3) Learning outcomes that encompasses cognitive, affective, and psychomotor can be achieved by students by applying research activities integrated in teaching and learning process [23]. It is therefore hoped that by using ERP instructional model that comprises research activities provides the students to acquire HOTs in science and social science learning.…”

Section: Resultsmentioning

confidence: 99%

Development of Engage, Research, and Present (ERP) Instructional Model to Promote HOTs and 21st Century Moral Values: A Fuzzy Delphy Method

Haryati¹,

Sukarno²,

Siswanto³

et al. 2020

Proceedings of the Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 20

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Higher order thinking skill (HOTs) and 21stcentury moral values are pivotal skills to be mastered by college students in todays' digitalized era. This study,therefore aims to develop am an instructional model called Engage, Research, and Present (ERP) model. This provides opportunities for college students owning HOTs and 21st moral values. The Fuzzy Delphi Method (FDM) was employed to determine consensus among a panel of several experts. They come from educational and psychological experts (i.e. researchers) and teachers who have experience at least 10 years. They should evaluate the ERP model encompassing 12 sub phases. Five sub-phases are included in Engage and Research, and two sub-phases encompassed in Present. Based on FDM approach, ERP instructional model provides several activities identified facilitating HOTs and 21st century moral values in science and social science learning.

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Section: Resultsmentioning

confidence: 99%

Development of Engage, Research, and Present (ERP) Instructional Model to Promote HOTs and 21st Century Moral Values: A Fuzzy Delphy Method

Haryati¹,

Sukarno²,

Siswanto³

et al. 2020

Proceedings of the Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 20

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“…Fifth class named Model with (5/56) articles. Outcomes are models or conceptual models as displayed in [1], [8], [63], [65]. Sixth class is Case-Study that includes (4/56) articles as in [11], [14], [66], [67].…”

Section: ) Education Domainmentioning

confidence: 99%

A Systematic Inspection into the Criteria of Lecturer Performance in Educational Domain

Al-Masri

Drus²,

Al-Dalaien

2019

IJEAT

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This paper is to survey researchers’ efforts in response to the most number of criteria of lecturers’ performance into various domains, connecting the research insights from the literature into a consistent taxonomy, and figuring out the gaps on this vital research area. The fundamental search is relating to 1) personnel evalaution especially lecturer; 2) education-related; 3) criteria and applications (methods). Web of Science, ScienceDirect, and IEEE Xplore are reliable sources that can cover education and technical literature. The final number of studies is 78. Five articles are reviews to characterize the evaluation criteria for specific specializations. An another group (73/78) is research articles that include diverse evaluation criteria and domains. Most domains covered criteria, such as knowledge, skills, experience, and qualification.

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“…The obstacle faced in the application of case-based studies to learning at the university level is the learning syntax that has not been designed by adjusting the characteristics of learning for the tertiary level, namely integrating research activities in case investigations. according to Junpeng & Tungkasamit (2014), research is an important part that cannot be separated in the world of higher education which must be integrated in the teaching and learning process. Research activities that are integrated in the learning process provide benefits including increasing student learning outcomes in depth (Srikoon et al, 2014)there are not many studies about the body of knowledge on research-based learning in Thailand.…”

Section: Introductionmentioning

confidence: 99%

A case-based study in ERP instructional model: Fostering critical thinking skills and portraying independence on solving problems

2022

pegegog

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Case-based study has a lot of potential in supporting the success of learning outcomes needed in the 21st century, one of which is critical thinking skills. However, there are very few studies related to case-based study to promote critical thinking skills.Therefore, this study will analyze the effectiveness of case-based study in improving students' critical thinking skills. In this research, case-based study is carried out with engage, research, present (ERP) instructional model. The ERP model has potential and is in accordance with case-based study schemes for the university level. In addition, this study was also conducted to analyze the achievement of student independence in conducting research to solve a problem. This study used a non-equivalent control group research design with 70 samples divided into the experimental group (N = 35) and the control group (N = 35). The instrument used is a standardized test of critical thinking skills developed by Ennis, namely the Cornell Critical Thinking Test (CCTT) level X and an observation sheet for student independence in solving problems. The results showed that case-based learning using the ERP model (experimental group) was more effective than case-based learning without the ERP model (control group). However, the learning process carried out in groups is effective in improving critical thinking skills. This shows that case giving is quite effective in supporting critical thinking skills. In addition, the dominance of the achievement of student independence in conducting research (in the experimental group) to solve problems is at level 3, namely scaffolded research. The implication is that case-based learning is suitable for use in improving critical thinking skills at the university level.

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The Continuing Professional Development of the Assessment through Research-based Learning in Higher Education of Thailand

Cited by 6 publications

References 12 publications

Development of Engage, Research, and Present (ERP) Instructional Model to Promote HOTs and 21st Century Moral Values: A Fuzzy Delphy Method

Development of Engage, Research, and Present (ERP) Instructional Model to Promote HOTs and 21st Century Moral Values: A Fuzzy Delphy Method

A Systematic Inspection into the Criteria of Lecturer Performance in Educational Domain

A case-based study in ERP instructional model: Fostering critical thinking skills and portraying independence on solving problems

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