THE DEVELOPMENT OF INDICATORS INSTRUCTIONAL DESIGN COMPETENCIES OF THE UNDERGRADUATE STUDENTS OF MAJORED IN EDUCATIONAL TECHNOLOGY AND COMMUNICATIONS
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Abstract
The purposes of this research were 1) to synthesize the indicators of instructional design competencies of undergraduate students majored in Educational Technology and Communications, and 2) to study the opinions of experts on the indicators of instructional design competencies of undergraduate students majored in Educational Technology and Communications. The sample consisted of experts in the majored in Educational Technology and Communications, the number of 13 people, which is a instructor of majored in Educational Technology and Communications in the amount of 9 people and officer from the organization of educational technology, the number 4 people. Tools used in this research were, questionnaire of expert opinions on the of instructional design competencies of undergraduate students majored in Educational Technology and Communications. The Delphi Technique government 3 rounds data were analyzed by a summary and interpretation. Frequency, percentage mean, mode, median, mode and median differences. And the interquartile range.
The Results of research were as follows:
1) Synthesize the indicators of instructional design competencies of undergraduate students majored in Educational Technology and Communications. Consists of 4 core competencies which were (1) professional foundation competencies areas consists of 6 sub competencies 12 indicators, (2) planning and analysis competencies areas consists of 7 sub competencies 15 indicators, (3) design and development competencies areas consists of 5 sub competencies 22 indicators, (4) implementation and management competencies areas consists of 3 sub competencies 5 indicators.
2) The opinions of experts on the indicators of instructional design competencies of undergraduate students majored in Educational Technology and Communications. Consists of 7 core competencies which were (1) professional foundation competencies areas consists of 3 sub competencies 19 indicators, (2) planning competencies areas consists of 2 sub competencies 8 indicators, (3) analysis competencies areas consists of 5 sub competencies 16 indicators, (4) design competencies areas consists of 6 sub competencies 25 indicators, (5) development competencies areas consists of 3 sub competencies 12 indicators, (6) implementation competencies areas consists of 1 sub competencies 4 indicators, (7) evaluation competencies areas consists of 1 sub competencies 5 indicators.
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บทความทุกเรื่องได้รับการตรวจความถูกต้องทางวิชาการโดยผู้ทรงคุณวุฒิ ทรรศนะและข้อคิดเห็นในบทความวารสารบัณฑิตศึกษา มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ มิใช่เป็นทรรศนะและความคิดของผู้จัดทำจึงมิใช่ความรับผิดชอบของบัณฑิตวิทยาลัย มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ กองบรรณาธิการไม่สงวนสิทธิ์การคัดลอก แต่ให้อ้างอิงแหล่งที่มา
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