The Development of Blended Learning Model with Collaborative Learning to Enhance Teamwork Skills for Undergraduate Medical Technology Students in the New Normal Era

Abstract

Background and Aims: Students' teamwork abilities are greatly improved by incorporating collaborative learning into blended learning models, setting them up for success in both the academic and professional spheres. This method creates engaging and adaptable learning experiences that promote critical interpersonal skills and a deeper comprehension of the course material. Thus, this paper was to: 1) study the basic information required for developing a blended learning model with collaborative learning to enhance teamwork skills among undergraduate medical technology students at Nakhonratchasima College; 2) develop a blended collaborative learning model designed to enhance teamwork skills for these students; and 3) study the results of the developed learning model emphasizing teamwork skills, learning achievement and quality of workpieces produced by these students.

Methodology: The research was conducted in three phases: Phase 1: Gathering basic information to develop a learning model that enhances teamwork skills for undergraduate medical technology students in the new normal era. Phase 2: Develop a blended learning model with collaborative learning to enhance teamwork skills for these students. Phase 3: Implementing the blended collaborative learning mode. The sampling group consisted of 24 third-year students. The sampling group was selected by cluster random. The research followed a Research and Development (R&D) approach. The research instruments were a teamwork skills assessment, an achievement test, and student task forms. Data analysis techniques included frequency analysis, percentage analysis, mean calculation, standard deviation calculation (SD), and t-test.  

Results: The findings were as follows: 1) The most common problems in teamwork among medical technology students included a lack of interest in participating in group activities, incomplete assignments, unclear roles, inadequate encouragement and reinforcement, and a failure to reflect on activities. The problems identified especially with online learning include a lack of interaction, concentration, and motivation. Therefore, the learning model to enhance teamwork skills for medical technology students in the new normal was blended collaborative learning. For lectures, it consisted of 60% face-to-face and 40% online learning, while laboratory sessions were entirely face-to-face. Collaborative learning activities included project-based, gamification, and case-based methods. 2) The blended learning model with collaborative learning named BCL_3E2R Model included (1) Empowerment (2) Engagement (3) Encouragement (4) Reinforcement and (5) Reflection. 3) The students’ teamwork skills after learning were significantly higher than before learning at .05 level. 4) The students’ learning achievement after learning was significantly higher than before learning at .05 level and 5) The students’ task score was very good after learning.

Conclusion: the BCL_3E2R blended learning model, which combines 60% in-person instruction with 40% online learning for lectures and 100% in-person laboratory sessions, greatly improved medical technology students' learning outcomes and teamwork abilities. Through the implementation of project-based, gamification, and case-based collaborative activities, as well as addressing common teamwork challenges, students' task performance significantly improved in the new normal educational environment.