Training Course Development Model of a Blended Learning Design Facilitator Team for Teachers in Educational Institutions under the Office of the Vocational
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Abstract
This research article aims to 1) investigate the problems and needs concerning blended learning design for teachers in educational institutions, and 2) develop and evaluate the appropriateness of the development model of blended learning design facilitator teams for teachers in educational institutions. This study employed a quantitative research and qualitative research design. The sample group consisted of 400 participants, including school administrators, heads of curriculum departments, and teachers from public educational institutions under OVEC. The research instruments included questionnaires and propriety assessment forms. The statistics used for data analysis were median, interquartile range, and revised Priority Needs Index (PNImodified).
The findings revealed that 1) Regarding the problems and needs of blended learning design for teachers. During the outbreak of the Coronavirus Disease 2019 (COVID-19), educational institutions implemented blended learning formats combining on-site and online teaching. The respondents expressed a strong need for professional training in blended learning design for teachers in educational institutions under OVEC. The results indicated that teachers placed the highest importance on life skills and theoretical subject areas.
2) Concerning the development and evaluation of the propriety of the blended learning design facilitator team development model. The researcher applied the ADDIE Model as the framework for developing the training curriculum for the blended learning design facilitator teams. The five stages include: Analysis, Design, Development, Implementation, and Evaluation. The model performance evaluation uses the CIPPIEST Model evaluation: Context Evaluation, Input Evaluation, Process Evaluation, Product Evaluation, Impact Evaluation, Effectiveness Evaluation, Sustainability Evaluation, and Transportability Evaluation. The overall evaluation of the propriety of the model is rated as the highest level. Therefore, the Training Course Development Model of a Blended Learning Design is to enable vocational teachers to effectively design blended learning for subjects within the Vocational Certificate curriculum, thereby improving instructional efficiency and learning outcomes.
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