Development of Instructional Guidelines for Specialized Vocational Military Schools to Enhance Teachers' Instructional Design Abilities in the Digital Disruption Age: A Case Study of the Administration School, Naval Administration Department

Abstract

The objectives of this research were to investigate the current situation and the needs for teaching and learning management at the Naval Administration Department’s Administration School and develop an instructional guideline using various learning concepts suitable for the digital disruption age. This research was divided into 2 phases. Phase I involved examining the current situation and the needs for teaching and learning management at the Administration School and examining the definitions and components of teaching abilities. Phase II focused on developing instructional guidelines to enhance teachers' instructional design abilities in the digital disruption age. This research utilized descriptive statistics, such as means and standard deviations to analysis quantitative data derived from a questionnaire and a content analysis was used to analyze qualitative data derived from an interview and a document study. The research findings indicated that 1) the problems of instructional management in the Administration School can be divided into 2 aspects: 1.1) instructional management problems and 1.2) instructional support work problems. Specifically, the key problems included teachers had limited abilities in designing instructions and could not adapt themselves to changing contexts, especially the utilization of educational technology, 2) the developed instructional guidelines consisting of 2.1) the objectives, 2.2) the learning principals in the digital disruption age, and 2.3) the 5 learning components were assessed by the qualified experts and their overall evaluating result was highly acceptable (M = 4.56, SD = 0.56). This indicated that the developed instructional guidelines are suitable and can be applied to enhance the instructional design abilities of the Administration School’s teachers in the digital disruption age.