Guidelines for the Management of Distance Learning Television (DLTV) at the Small Sized Schools under Uttaradit Primary Educational Service Area Office 1

Abstract

          This research article aimed to 1) investigate the current and desirable conditions of educational management through Distance Learning Television (DLTV) and 2) study the guidelines for managing DLTV-based education at the small-sized schools under the Uttaradit Primary Educational Service Area Office 1. A mixed-methods research design was employed. The sample consisted of 120 participants, while 12 key informants were selected for in-depth interviews. The research instruments included questionnaires and interview forms. Data were analyzed using frequency, percentage, mean, standard deviation, the Priority Needs Index (PNI_modified), and content analysis.

           The findings revealed that 1) the overall current condition was at a high level, whereas the desirable condition was at the highest level; and 2) the guidelines for managing DLTV comprised three dimensions. First, in terms of school administration, schools should implement flexible timetables integrated with recorded lessons, allocate time at the end of each class to assess students’ understanding, provide a supportive learning environment, promote Professional Learning Community (PLC) processes, conduct collegial internal supervision, and evaluate teachers in their roles as learning facilitators. Second, regarding learning management, teachers should adopt co-teaching approaches to enhance student engagement, utilize PLC processes for lesson planning, manage instructional time effectively through recorded media, employ authentic assessment practices, and provide remedial instruction to improve students’ academic achievement. Third, with respect to student quality, schools should establish clear learning objectives and prepare instructional materials in advance, use game-based learning strategies to motivate students, integrate active learning approaches, implement authentic assessment practices, and utilize PLC-generated information to organize remedial instruction for the continuous improvement of student learning outcomes.