การเสริมสร้างคุณภาพและประสิทธิผลของหลักสูตรนิเทศศาสตร์ในยุคดิจิทัล

Abstract

The objectives of this research plan were: 1) to create the lessons for producing graduates of the Communication Arts curriculum in digital era based on the curriculum of foreign universities and quality Thai universities, and 2) to draft the curriculum as well as to study quality and effectiveness of the Communication Arts curriculum in digital era. The research process was presented into two parts. Part 1 comprised the creation of the lessons for producing graduates of the Communication Arts curriculum in digital era based on the curriculum of foreign universities and quality Thai universities, in which data was analyzed by the content analysis technique, and Part 2 comprised drafting of the curriculum together with studying quality and effectiveness of the Communication Arts curriculum in digital era, of which the process was divided into three stages. Stage 1 was the drafting of the Communication Arts curriculum in digital era, in which research results obtained from the plan-based research objective 1 were used as data for drafting the Communication Arts curriculum in digital era. Stage 2 was the study of quality of the Communication Arts curriculum in digital era by considering appropriateness and congruence of the Communication Arts curriculum in digital era. The research instruments comprised 1) a form for assessing appropriateness of the Communication Arts curriculum in digital era of which data was analyzed by using fundamental statistics such as mean value and standard deviation, and 2) a form for assessing congruence of the Communication Arts curriculum in digital era, which was then analyzed by using the Item-Objective Congruence (IOC) Index. Finally, Stage 3 was the study of effectiveness of the Communication Arts curriculum in digital era in which research instrument included a form for assessing the effectiveness of the Communication Arts curriculum in digital era in which data was analyzed by using the content analysis technique.

Research results found that:

                1. The lessons for producing graduates of the Communication Arts curriculum in digital era based on the curriculum of foreign universities and quality Thai universities involved with core essences in the aspect of (a) the curriculum documents comprising lessons of curriculum’s philosophy and lessons on curriculum’s objectives, and (b) the curriculum management comprising lessons on students’ qualification, lessons on students’ required characteristics, lessons on curriculum and instructors, lessons on development of knowledge and skills for instructors, lessons on provision of consultancy and learning support for students, lessons on the

management of teaching and learning resources, lessons on specifying numbers of student intakes, and lessons on curriculum’s requirements for graduation.

1. The Communication Arts curriculum in digital era that was drafted as an interdisciplinary curriculum, which emphasized the study that enhances competency in every subject in the module and curriculum’s content is module-based. The drafted curriculum was divided into two sections. In Section 1, the essence of the curriculum in digital era was consisted of (a) necessity of the curriculum development and its significance, (b) curriculum’s philosophy, (c) curriculum’s objectives, and (d) curriculum’s modules. In Section 2, the essence of the management of the curriculum in digital era was consisted of (a) the management related to students, (b) the management related to the curriculum, (c) the management related to instructors, and (d) the management related to teaching and learning resources.
2. The drafted Communication Arts curriculum in digital era had quality in all components of the curriculum, with high level of appropriateness, of which mean values were between 4.35-4.50, and all curriculum’s components were in congruence, with IOC indices between 0.65 - 1.00.
3. The drafted Communication Arts curriculum in digital era had effectiveness, in the aspect of the curriculum’s content, in overall of curriculum’s modules, and each subject in compulsory modules, core modules, and optional modules, and in the aspect of teaching and learning activities and evaluation of the compulsory modules, core modules, and optional modules.