Publication: The development of a blended learning model using the production-oriented approach to improve the self-directed learning ability of faculty of chinese language and literature undergraduate students in china
11
1
Issued Date
2024-05-24
Resource Type
Language
eng
File Type
application/pdf
Access Rights
Open Access
Rights
ผลงานนี้เผยแพร่ภายใต้ สัญญาอนุญาตครีเอทีฟคอมมอนส์แบบ แสดงที่มา-ไม่ใช้เพื่อการค้า-ไม่ดัดแปลง 4.0 (CC BY-NC-ND 4.0)
Rights Holder(s)
Srinakharinwirot University
Suggested Citation
Han Junyan (2024). The development of a blended learning model using the production-oriented approach to improve the self-directed learning ability of faculty of chinese language and literature undergraduate students in china. Retrieved from: https://hdl.handle.net/20.500.14740/52855
Alternative Title(s)
การพัฒนารูปแบบการเรียนรู้แบบผสมผสานตามวิธีการที่มุ่งเน้นการผลิตเป็นฐานเพื่อพัฒนาความสามารถในการนำตนเองของนักศึกษาระดับปริญญาตรีคณะภาษาและวรรณกรรมจีนในประเทศจีน
Author(s)
Advisor(s)
Organization
Abstract
Self-Directed Learning Ability is essential to enhance sustainable lifelong learning. This aims of this study are as follows: (1) to study the conditions and requirements of a blended learning model; (2) to develop a blended learning model using a production-oriented approach to improve self-directed learning ability; and (3) to study the effectiveness of a blended learning model developed using a production-oriented approach to improve self-directed learning ability. There were three phases in this methodology; in Phase I, the population was 96 second-year of Chinese Language and undergraduate literature students; in Phase II, the sample was five model experts; and in Phase III, the sample was 48 second-year of Chinese Language and undergraduate literature students were selected by using cluster random sampling. The research instruments included a needs questionnaire about the learning status of college students, an interview form for content experts, a blended learning model, lesson plans, an archived test, the Xue Xi Tong learning platform, and a "self-directed learning ability" questionnaire form. The data were analyzed by using PNI, mean, SD and dependent t-tests. The result of each phase found the following: (1) the conditions and requirements of a blended learning model to improve self-directed learning. The first ranked PNI was self-management ability, the second was self-adjustment ability and the third was self-control ability; (2) the instructional learning model named D-FEELLT had three processes: D: drive, F: facilitate, and E: evaluate, and had four components: evaluation and feedback, learning platform, learning environment and resources, and teacher and students; (3) for self-directed learning, the results showed that after learning with the POA and blended learning models. The students had a higher level of self-directed learning ability and achieved learning goals better than before learning, with the following statistical significance (p
-
-
Degree Name
DOCTOR OF EDUCATION (Ed.D.)
Degree Discipline
Department of Education Technology
Degree Grantor(s)
Srinakharinwirot University