A Learning Design Model for Professional Courses Focused on Training Problem-Solving Skills Using Simulation-Based Scenarios

Abstract

This research article aims 1) to study the problems and needs of a learning design model for professional courses focused on training problem-solving skills using simulation-based scenarios and the need to train learning design model for professional courses focused on training problem-solving skills using simulation-based scenarios. The sample group consisted of 214 The results were as follows: 1) The problem and the need of a learning design model for professional courses focused on training problem-solving skills using simulation-based scenarios and the need to train learning design model for professional courses focused on training problem-solving skills using simulation-based scenarios were at the highest level. It was also found that the colleges did not design professional course learning, did not develop a model, designed professional course learning to train problem-solving skills using simulation-based scenarios, and the most of the problems in organizing professional course learning were problems in terms of learners being unable to solve work problems. As for the necessity of training teachers on the professional learning design model, it was found that the most necessary need was PNImodified equal to 0.74. The results of ranking the necessity in every topic were important, which can be used as information for further development of the curriculum development model. 2) Regarding the development of a learning design model for professional courses in training problem-solving skills using simulation-based scenarios, it was found that the developed model consisted of 5 steps: (1) analysis, (2) design, (3) development, (4) application, and (5) evaluation. The results of the suitability assessment in all aspects were at the highest level, indicating that the professional course learning design model for training problem-solving skills using simulation-based scenarios can be used to develop a learning design model for problem-solving. And the process of designing professional course learning consisted of 7 steps: (1) introduction, (2) participation, (3) presentation, (4) discussion, (5) evaluation, (6) implementation, and (7) performance evaluation. The results of the evaluation of suitability in all aspects were at the highest level, indicating that the design of professional course learning in training problem-solving skills using simulation-based scenarios can be applied in designing learning to solve problems.