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Blended Learning Model Development Promoting Successful Intelligence Toward Problem-solving Planning in Nursing
Saranya Chularee1), Dr. Santi Wijakkanalan2), Dr. Paisan Suwannoi3)
1) PhD candidate (Curriculum and Instruction) Faculty of Educational, Khon Kaen University, Khon Kaen, Thailand, 40002
2) Department of Curriculum and Instruction, Faculty of Educational, Khon Kaen University, Khon Kaen, Thailand, 40002
3) Department of Science Education, Faculty of Educational, Khon kaen University, Khon Kaen , Thailand, 40002
The purposes of this design and development research were 1) to develop a blended learning model promoting successful intelligence (SI) toward problem-solving planning in nursing, 2) to study quality of learning model. The research design was divided into two phases. The first phase was model development using survey study and documentary analysis. The sample composed 113 nursing instructors and 204 nursing student, selected by multi-stage random sampling. It was found that the instructors have mostly used. Handout as the major teaching materials for teaching. In addition, they suggested that blended learning is an appropriate strategy for promoting successful intelligence toward problem-solving planning in nursing. The second phase was model validation of the blended- learning model using focus group for internal validation and action research for external validation. This phase was conducted on second semester, academic year 2013. Target population comprised of 46 nursing students and one lecturer from the Institute of Nursing at Suranaree University of Technology (SUT). The results of the study signified that the current well-developed blended learning model consists of the following components: 1) principles 2) objectives 3) Learning methods and 4) learning environments. The learning stage focused on 3 steps as follows: 1) introduction 2) learning; 2.1) cognitive conflict (face to face: F2F) 2.2) alternative solutions (online) 2.3) problem-solving planning in nursing (F2F) 2.4) show & shared (F2F) and 3) summary. Seventy-eight percent of students’ learning achievement was higher than achievement norm.