Guidelines for Overseeing and Monitoring the Quality of Teaching and Learning to Promote Quality Vocational Education Students in the Eastern Economic Corridor's New Normal
Article Sidebar
Main Article Content
Abstract
This research examined guidelines for overseeing and monitoring the quality of teaching and learning to promote quality vocational education students in the eastern economic corridor's new normal. Using the documentary research methodology (PRISMA framework). The research
tools used include a data survey for document synthesis, a summary template, content analysis, and an evaluation form (draft). Data analysis was conducted using statistical methods such as frequency, mean, and standard deviation. The study discovered that to promote innovation and help students become "smart learners" and eventually "smart workers" in the job market, quality monitoring of instruction and learning in an online learning environment is crucial. According to the Vocational Education Standards of 2018, this method necessitates the application of project evaluation principles, which include pre-monitoring (before to instruction), ongoing monitoring (during instruction), and post-monitoring (post-instruction) for students, teachers, and institutions. Experts rated the suggested recommendations for quality monitoring of teaching and learning as appropriate (3.74), accurate (3.71), valuable (3.70), and feasible (3.39), in that order
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Anderson, T. (2018). The theory and practice of online learning. (3rd ed.). AU Press.
Banbunsak, T., Panhun, S., & Suksakulchai, S. (2020). The impact of online teaching under the COVID-19 situation on learners in the vocational education system. Journal of Industrial Education, 19(3), 1-9. [in Thai]
Davidson, R., & Lee, M. (2023). Quality monitoring frameworks in vocational education: New normal perspectives. Vocational Education Research, 42(1), 15-30.
Duangthima, W. (2021). Studying the impact of online teaching on the development of professional skills of vocational education learners during the outbreak of coronavirus disease 2019. Northern Vocational Education Journal, 11(1), 85-96. [in Thai]
Hansamorn, K. & Thammakittipob, V. (2023). Problems and Requirements in Teaching and Learning at the Vocational Level in the Eastern Economic Corridor from the Situation of the Spread of the Covid-19 Virus. The Journal of the University of the Thai Chamber of Commerce in Humanities and Social Sciences, 43(4), 101-120. [in Thai]
Hansamorn, K. & Thammakittipob, V. (2024). Guidelines for teaching and learning development to promote the quality of vocational students in a new normal age for Eastern Economic Corridor. (Research report). Srinakharinwirot University. [in Thai]
Hart, C. (2018). Doing a literature review: Releasing the research imagination. (2nd ed.). Sage Publications.
Harrison, P., & Brown, S. (2022). Educational project feasibility analysis: A comprehensive approach. Journal of Educational Planning, 35(3), 245-260.
Johnson, R., & Smith, M. (2020). Assessment in vocational education. Educational Assessment, Evaluation and Accountability, 32(1), 15-32.
Joint Committee on Standards for Educational Evaluations. (1994). The program evaluation standards: How to assess evaluations of educational programs. Sage.
Juaseekoon, S. et al. (2020). Teaching Approach to Online Art Studio in difficulty Case Study: COVID-19. Journal of Educational Studies, 14(2), 99-114. [in Thai]
Krippendorff, K. (2018). Content analysis: An introduction to its methodology. (4th ed.). Sage Publications.
Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels. (3rd ed.). Berrett-Koehler Publishers.
Martinez, C., & Johnson, P. (2022). Learning outcomes assessment in the new normal: A comprehensive approach. Assessment & Evaluation in Higher Education, 47(4), 412-428.
Moore, J. L. (2019). Online education: Current practices and future directions. Educational Technology Research and Development, 67(2), 1-15.
Office of the Eastern Special Development Zone Policy Committee. (2022). Report on development progress in the Eastern Special Development Zone for the year 2022. Office of the Eastern Special Development Zone Policy Committee. [in Thai]
Page, M. J., et al. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372(71), 1-9.
Park, S., Kim, J., & Lee, H. (2023). Key success factors for quality monitoring in vocational education during the new normal era. International Journal of Vocational Education and Training, 15(2), 89-106.
Pisanbut, S. (2017). Educational monitoring and evaluation: concepts, principles, and methods. Suan Dusit Rajabhat University. [in Thai]
Srisa-at, B. (2017). Preliminary research. Suviriyasan. [in Thai]
Stufflebeam, D. L. (2003). The CIPP model for evaluation. In T. Kellaghan & D. L. Stufflebeam (Eds.), International handbook of educational evaluation (pp. 31-62). Kluwer Academic Publishers.
Thompson, R., & Miller, K. (2021). Economic feasibility studies in educational projects: Theory and practice. Educational Economics Review, 40(2), 178-195.
Wang, J. (2021). Crisis management in educational institutions during the COVID-19 pandemic: A systematic review. Educational Research Review, 34, 100411.
Wang, L., & Zhang, Y. (2023). Operational-level quality monitoring in blended vocational learning. Journal of Vocational Education & Training, 75(1), 67-82.
