The Development of Interactive Blended Learning Model Based on the Design Thinking Process to Enhance Students’ Abilities to Create Innovation for Graduate Diploma Students in Teaching Profession
Article Sidebar
Main Article Content
Abstract
The research article consisted of the following objectives: 1) to develop an interactive blended learning model based on design thinking process to enhance students’ abilities to create innovation for graduate diploma students in teaching profession; 2) to build lessons learned via an interactive blended learning model based on design thinking process to enhance students’ abilities to create innovation for graduate diploma students in teaching profession; 3) to investigate the outcomes of using an interactive blended learning model based on design thinking process to enhance students’ abilities to create innovation for graduate diploma students in teaching profession; and 4) to verify an interactive blended learning model based on the design thinking process to enhance students’ abilities to create innovation for graduate diploma students in teaching profession. A sample group of 30 graduate diploma students in the teaching profession of industrial education from Rajamangala University of Technology Suvarnabhumi, Suphanburi Campus, was chosen using the cluster sampling method in the academic year 2022. Purposive sampling was used to select nine media and content experts to inspect and verify the model's quality. The following tools were used to collect data: 1) an interactive blended learning model based on the design thinking process; 2) an achievement test; 3) a satisfaction survey for graduate diploma students in the teaching profession; and 4) an assessment form for expert verification of the model. The obtained data were analyzed by descriptive statistics such as percentage, mean, and standard deviation.
The research results are found as follows: 1) An integrated interactive blended learning model based on design thinking process to enhance students’ abilities to create innovation for graduate diploma students in teaching profession consists of six elements, namely students, teaching content, instructors, tool design, teaching and learning environment, and assessment. There are five steps, which are (1) analyzing students; (2) determining lesson content; (3) designing activities for students; (4) designing tools; and (5) evaluating the outcomes. The developed model is of propriety at a high level. The output is the innovation created by students; 2) The quality of an interactive blended learning model based on design thinking process to enhance students’ abilities to create innovation that was verified by experts was at the highest level ( = 4.62, S.D.= 0.51); 3) The results of using the interactive blended learning model based on design thinking process lesson found that the post-test of learning achievement was higher than pre-test, with a statistical significance of 0.05 level. The post-test of students’ abilities to create innovation is higher than the post-test, with a statistical significance of 0.05 level, which is higher than the set criteria. The students’ satisfaction is at a high level (
= 4.41, S.D.= 0.54); and 4) Experts' verification of an interactive blended learning model based on the design thinking model is of propriety at the highest level (
= 4.60, S.D.= 0.52), which can be used with students.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Views and opinions expressed in the articles published by The Journal of MCU Peace Studies, are of responsibility by such authors but not the editors and do not necessarily reflect those of the editors.
References
Boriwatanan, N. (2019). Development of Web Collaborative Learning Application Model Through Borderless Classroom to Enhance Information and Communication Technology Literacy for Higher Education Students. (Doctoral Dissertation). Kasetsart University. Bangkok.
Khlaisang, J. (2011). E-learning Book Project, Thai Cyber University Project, Principles of Educational Website Design: Theory to Practice. Bangkok: Office of the Higher Education Commission.
López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended Learning in Higher Education: Students’ Perceptions and their Relation to Outcomes. Computers & Education, 56(3), 818-826.
Meepung, T. (2015). Results of Interactive Online Learning Using Davies’ Model in Computer and Information Technology Career for Vocational Certificate Level. Journal of Educational Research, 9(2), 78-84.
Noochuai, W., & Supap, S. (2022). The Development of an Instruction Model on Information Literacy Skill for Undergraduate Student at Valaya Alongkorn Rajabhat University. Educational Management and Innovation Journal, 5(2), 64-84.
Phonakhon, C. (2017). Digital Library towards Thailand 4.0. the National Academic Conference at the Annual General Meeting 2016. Bangkok: Thai Library Association under the Royal Patronage of H.R.H. Princess Mahachakri Sirindhorn.
Sangsuk, N. (2016). The Development of a Socio-constructivist Blended Training Model to Increase the Self-Development Competencies of Teachers. (Doctoral Dissertation). Kasetsart University. Bangkok.
Sawatdiphatcharakul, J. (2016). Development of Web-based Instruction Model Based on Constructionism to Develop Agricultural Students' Creative Thinking. (Doctoral Dissertation). Kasetsart University. Bangkok.
Secretariat Office of the Teachers’ Council of Thailand. (2013). Thailand Governing Professional Standards and Ethics B.E. 2556 [A.D. 2013]. Bangkok: The Teachers Council of Thailand.
Xingbin, T. (2012). The Development of an Instructional Model for Online Task-Based Interactive Listening for ELF Learners. (Doctoral Dissertation). Suranaree University of Technology. Nakhon Ratchasima.
