Development and Effectiveness of an Online Course for Instructional Management in Thai for Academic Communication
Article Sidebar
Main Article Content
Abstract
This study aimed to develop an online course on the KPRU MOOC platform for the course Thai for Academic Communication and to examine the effects of implementing the KPRU MOOC–based online learning on teaching and learning outcomes in the course. A mixed methods research design was employed, consisting of two phases. Phase 1 was the development phase, which applied the ADDIE instructional design model integrated with Active Learning and Self-paced Learning principles. Phase 2 was the implementation phase, which utilized a quasi-experimental research design. The experimental group consisted of students enrolled in two course sections (6714203 and 6712207) at Kamphaeng Phet Rajabhat University who studied through the MOOC system. The research instruments included a learning achievement test and a student satisfaction questionnaire.
The findings revealed that the developed online course consisted of nine instructional units delivered through the KPRU MOOC platform. Each unit included instructional videos, interactive lessons, online exercises, discussion forums, and formative assessments. The course quality was evaluated by three experts in Thai language, educational technology, and educational measurement, and it met all established quality criteria. The implementation results indicated that students’ learning achievement improved after participating in the online course. Additionally, student satisfaction with the online learning experience was rated at a high level. For further development, the study suggests incorporating artificial intelligence (AI) tools to enhance instructional media design and increase learner engagement.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
มนต์อมร ปรีชารัตน์. (2564). MOOC (Massive Open Online Course). i-Learning Clinic, สถาบันนวัตกรรมการเรียนรู้ มหาวิทยาลัยมหิดล. สืบค้นเมื่อ 14 พฤศจิกายน 2568, จาก https://il.mahidol.ac.th/th/i-learning-clinic/lecturer-and-learning-management-articles/mooc-massive-open-online-course/
สำนักงานเลขาธิการสภาการศึกษา. (2566). คู่มือการดำเนินงานระบบธนาคารหน่วยกิตแห่งชาติ. กรุงเทพฯ: ผู้แต่ง.
Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S. R., ... Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 pandemic. Asian Journal of Distance Education. 15(1): 1–126.
Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. (4th ed.). Hoboken: Wiley.
Hew, K. F., & Cheung, W. S. (2014). Students’ and instructors’ use of MOOCs: Motivations and challenges. Educational Research Review. 12: 45–58. https://doi.org/10.1016/j.edurev.2014.05.001
Hrastinski, S. (2019). What do we mean by blended learning?. Tech Trends. 63(5): 564–569. https://doi.org/10.1007/s11528-019-00375-5.
Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning Journal. 22(1): 205–222. https://doi.org/10.24059/olj.v22i1.1092
Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education. 95(2): 123–138. https://doi.org/10.1002/j.2168-9830.2006.tb00884.
