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首页> 外文期刊>International Journal of Emerging Technologies in Learning (iJET) >A Blended Learning Model for Learning Achievement Enhancement of Thai Undergraduate Students
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A Blended Learning Model for Learning Achievement Enhancement of Thai Undergraduate Students

机译：提升泰国本科生学习成绩的混合学习模型

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Research was undertaken to develop a blended learning model which contained three objectives. They were to 1) study student and teacher input for a blended learning model using a Thai university undergraduate course in information, innovation, and technology in education for the learning management conditions and improvement methods; 2) to research how to effectively improve the blended learning model and instructional media in accordance with the 80/80 criteria and; 3) compare learning achievements and information literacy between student groups using the blended learning method and regular learning method with information literacy as the covariate. The research was divided into three phases consisting of the development of the conceptual framework, a second phase which studied the blended learning model using both e-learning and face-to-face methods with a 60/40 ratio. When applying a technology system to learning management utilizing instructional media, it was determined to be 81.53/80.11. Phase 3 found that blended learning affected learning and information literacy by at least 1 variate which had a different mean score from regular learning with a statistical significance at the 0.05 level. The findings showed that the Thai university undergraduate students were satisfied with the blended learning model which was due to the change in the learning system as well as being tasked with interesting and challenging computer based lessons outside class. This was later enforced through teacher delivered lesson summaries during formal class time. Students understood the content better, enjoyed the self-directed learning and doing things independently.
机译：进行了研究以开发包含三个目标的混合学习模型。他们将：1）使用泰国大学信息，创新和技术教育的大学本科课程研究学生和教师的混合学习模型，以了解学习管理条件和改进方法; 2）研究如何根据80/80标准有效地改善混合学习模型和教学媒体;以及3）使用信息素养作为协变量的混合学习方法和常规学习方法比较学生群体之间的学习成绩和信息素养。这项研究分为三个阶段，包括概念框架的开发，第二阶段是使用电子学习和面对面方法以60/40的比率研究混合学习模型。将技术系统应用于利用教学媒体进行学习管理时，被确定为81.53 / 80.11。第三阶段发现，混合学习对学习和信息素养的影响至少有1个变量，其平均得分与常规学习的平均得分不同，统计学意义为0.05。调查结果表明，泰国大学生对混合学习模型感到满意，这是由于学习系统的变化以及课外课上有趣且富有挑战性的计算机课程所致。后来，这是通过在正式上课期间老师提供的课程摘要来强制实施的。学生更好地理解内容，享受自主学习和独立做事的能力。

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