The Road to Success in Microcredit Online Course for International Students at the Faculty of Physical Therapy, Mahidol University
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Abstract
Currently, there has been a notable transformation in pedagogical approaches, transitioning from conventional classroom settings to online modalities. This paradigm shift is a result of the COVID-19 pandemic situation. The recalibration of teaching and learning methodologies has been widely adopted across nearly all faculties within Mahidol University, aligning with the institution's contemporaneous operational directives. Faculty of Physical Therapy at Mahidol University has pioneered the development of Microcredit Online Courses tailored to accommodate the needs of international students. These courses are endorsed by the Faculty of Graduate Studies, Mahidol University. The deployment of these credit-accruing online modules has yielded positive responses and has been sustained by continuous funding support from the university's Department of International Relations over two years. Through surveys, it was found that only a few faculties had undertaken teaching initiatives to accumulate credits for international students and concretely succeeded as in the Faculty of Physical Therapy. Therefore, the faculty members involved have diligently formulated practical guidelines, procedural frameworks, and determinants conducive to the efficacious management of credit-accruing online courses designed for international physical therapy students at Mahidol University. These roadmaps serve as invaluable tools for the systematic analysis of benefits, the comprehensive assessment of outcomes, the evaluation of cost-effectiveness in operational endeavors, and the appraisal of risks inherent in teaching management, and are poised to inform graduate-level educational practices across all faculties in subsequent academic endeavors.
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