The Development of Instructional Model Applied by the Flipped Classroom Model According to the Technology Integration Matrix for Engineering Students

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ทักษ์ หงษ์ทอง
สวนันท์ แดงประเสริฐ
หริพล ธรรมนารักษ์

Abstract

        The objective of this research includes 1) to develop the instructional model applied by the flipped classroom model according to the technology integration matrix for engineering students. 2) to study the results of instructional model applied by the flipped classroom model according to the technology integration matrix for engineering students. 3) The study of student satisfaction affects the instructional model applied by the flipped classroom model according to the technology integration matrix for engineering students. The sample group was undergraduate students that study Bachelor of Engineering Program in Electrical Engineering at Rajamangala University of Technology Lanna Chiang Rai. They were enrolled in the Digital Circuits course in the second semester of the academic year 2019, a total of 9 students.  The result of this research showed that 1) the results of the development instructional model applied by the flipped classroom model according to the technology integration matrix. It consists of 4 components: First, the input includes targeting, behavioral objectives, content design and activities, tools, media devices, and support. Second, the process includes teaching activities, instructor roles, learner roles. The development of instructional model applied by the flipped classroom model consists of studying outside the classroom using Google Classroom and learning in the classroom makes a lesson plan according to the technology integration matrix. It follows the five interdependent characteristics of meaningful learning environments: Active Learning, Constructive Learning, Goal-Directed Learning, Authentic Learning, and Collaborative Learning. Third, the product includes the ability to use technology to generate results from presentations, the ability to enter information and submit assignments, academic achievement. Finally, the feedback includes the information obtained from the analysis of the relationship between productivity and purpose, which provides feedback to process improvement and feeder relative to that productivity and goal.  2) Learners have an average score on the ability to use technology to create a product from classroom presentations that is significantly higher than the threshold at the level of 0.01 The ability to study information and submit an assignment that is significantly higher than the threshold at the level of 0.01 The academic achievement after learning is significantly higher than before studying at the level of 0.01

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บทความวิจัย (Research article)

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