Transcript Document
Instructional Design of a Flipped Classroom by Using a Self-Directed Learning Model to Develop Lifelong Learning Skills for Higher Education Piyawadee Pongsawat Asst. Prof. Dr. Panita Wannapiroon Muban Chombueng Rajabhat University King Mongkut's University of Technology North Ban Division of Information and Communication Technology for Education, Faculty of Technical Education, Introduction • The National Education (2542) aimed at promoting self-learning. The content and activities of the learning process are in line with the interests and aptitudes of the students and establishment of resources for lifelong learning in all its forms. Division of Information and Communication Technology for Education, Faculty of Technical Education, Introduction • The instructional in universities Currently, instruction in most universities focuses on the use of lectures supported by the board or board slides (PPT) for presentation to the class. Content and time are very limited. Students do not possess the cognitive skills to research and gain knowledge to be applied in real life work situations on their own. Division of Information and Communication Technology for Education, Faculty of Technical Education, Introduction • Flipped classroom Source : http://www.washington.edu/teaching/teaching-resources/flipping-the-classroom/ Division of Information and Communication Technology for Education, Faculty of Technical Education, Research Objective • To design a flipped classroom by using a self-directed learning model to develop lifelong learning skills for higher education. • To assess the appropriate certification of a flipped classroom by using a self-directed learning model to develop lifelong learning skills for higher education. Division of Information and Communication Technology for Education, Faculty of Technical Education, Research procedures Step 1: Develop the instructional flipped classroom by using a self-directed learning model Step 2: Evaluation of the suitability of the flipped classroom by using a self-directed learning model Division of Information and Communication Technology for Education, Faculty of Technical Education, Research procedures Step 1: Develop the instructional flipped classroom by using a self-directed learning model to develop lifelong learning skills for higher education Step 2: Evaluation of the suitability of the flipped classroom by using a self-directed learning model Division of Information and Communication Technology for Education, Faculty of Technical Education, Step 1 Study, analyze and synthesize documents related to research Study information about learning design by interviewing instructors and students Design model Present model to the advisors for consideration and revision Create tools for evaluating the suitability of the model Division of Information and Communication Technology for Education, Faculty of Technical Education, Research procedures Step 1: Develop the instructional flipped classroom by using a self-directed learning model to develop lifelong learning skills for higher education Step 2: Evaluation of the suitability of the flipped classroom by using a self-directed learning model Division of Information and Communication Technology for Education, Faculty of Technical Education, Step 2 Present the model to five experts from the fields of instructional design, flipped classrooms and self-directed learning, for an evaluation of its suitability Improve the model of the flipped classroom by using self-directed learning based on the suggestions of the experts. Analyse the results of the evaluation of the model through the use of mean and standard deviation consisting of 5 criteria for evaluation according to the idea of Likert scale. Division of Information and Communication Technology for Education, Faculty of Technical Education, Research results Part 1: The flipped classroom using a self-directed learning model to develop lifelong learning skills for higher education . Stage 1 Preparation before class Stage 2 The flipped classroom by using a self-directed learning model to develop lifelong learning skills for higher education Division of Information and Communication Technology for Education, Faculty of Technical Education, Stage 1 Preparation before Class Stage 1 Preparation before Class Stage 2 Learning process of flipped classroom by self-directed learning Stage 1 Preparation before Class Stage 2 Learning process of flipped classroom by self-directed learning Studying the contents online Stage 1 Preparation before Class Stage 2 Learning process of flipped classroom by self-directed learning Studying the contents online F2F Stage 1 Preparation before Class Stage 2 Learning process of flipped classroom by self-directed learning Studying the contents online 2 3 4 5 • Requirement setting • Goal setting • Learning sources setting • Learning method • Knowledge construction VDO Sharing: YouTube F2F Social Media: Facebook 1 start LMS: Class Learning process of self-directed learning Stage 1 Preparation before Class Stage 2 Learning process of flipped classroom by self-directed learning Studying the contents online 2 3 4 5 • Requirement setting • Goal setting • Learning sources setting • Learning method • Knowledge construction VDO Sharing: YouTube 1 2 3 F2F • Knowledge presentation • Knowledge practice • Evaluation Social Media: Facebook 1 start LMS: Class Learning process of self-directed learning Research results Part 2: The evaluation of the suitability of the model was performed by 5 experts Evaluation List 1. Instruction method used 2. Activities in class 3. Application suitability Total 𝑿 4.65 4.71 4.53 4.63 S.D. 0.50 0.48 0.55 0.52 Suitability Very Good Very Good Very Good Very Good Division of Information and Communication Technology for Education, Faculty of Technical Education, Acknowledgements Muban Chombueng Rajabhat University (MCRU) , Thailand King Mongkut’s University of Technology North Bangkok (KMUTNB), Thailand Division of Information and Communication Technology for Education, Faculty of Technical Education, Thank you for your attentions.