Components of a Hyflex Supervision Model for Enhancing Teachers’ Coding Instruction

Main Article Content

Thanita Kaewsri
Rujroad Kaewurai
Pichayapha Yuangsoi
Passakorn Rueangrong

Abstract

In today’s world, coding is no longer a skill exclusively for learners who aspire to become programmers. All learners should have opportunities to learn coding because it not only expands future career opportunities but also promotes systematic thinking skills. However, coding instruction in Thailand still faces several challenges and limitations. Therefore, this study is significant in seeking and creating innovations in educational supervision to support coding instruction. This study aimed to: 1) examine the components of a HyFlex supervision model for enhancing teachers’ coding instruction, 2) investigate the suitability and feasibility of the HyFlex supervision model and its implementation manual, and 3) evaluate the content validity of the HyFlex supervision model and its implementation manual for enhancing teachers’ coding instruction. The data sources consisted of 13 stakeholders and 5 experts. The research instruments included 1) a document and related research synthesis form, 2) a focus group discussion record form, and 3) a content validity evaluation form for the HyFlex supervision model and its implementation manual.
The findings revealed that:1) the HyFlex supervision model for enhancing teachers’ coding instruction consists of four components. The first component is the foundation of the model, including the principles and objectives of the model. The second component is the supervision model, which includes 1) the HyFlex supervision process known as the 3C1S process consisting of four steps, namely 1) Co-Agreement, 2) Co-Instructional Design, 3) Class Observation, and 4) Summative Assessment, 2) the social system, and 3) the support system. The third component is the implementation of the model, and the fourth component is the outcomes of supervision. 2) The HyFlex supervision model and its implementation manual were found to be appropriate and feasible for implementation. 3) The HyFlex supervision model demonstrated a high level of content validity, while the implementation manual demonstrated the highest level of content validity.

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How to Cite
Kaewsri, T., Kaewurai, R. ., Yuangsoi, P., & Rueangrong , P. . (2026). Components of a Hyflex Supervision Model for Enhancing Teachers’ Coding Instruction. Journal of Graduate Research, 17(1), JGR–17. retrieved from https://so02.tci-thaijo.org/index.php/banditvijai/article/view/282727
Section
Research Article

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