The Development of Learning Design Competency for Academic Support Staff of King Mongkut's University of Technology Thonburi through Feedback Processes in Experiential Learning
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Abstract
This research aimed to develop experiential learning activities integrated with feedback to enhance the learning design competency of academic support staff at King Mongkut's University of Technology Thonburi, and to investigate the competency development of those who participated in the program. The sample consisted of 31 academic support staff selected through purposive sampling. The research instruments included activity worksheets and behavioral checklist forms. Data were analyzed using mean, standard deviation, one-way repeated measures ANOVA, and effect size. The developed learning activities comprised three components: (1) self-directed learning of core concepts, (2) practice-based learning, and (3) real-world problem-based scenarios. The implementation significantly enhanced participants’ learning design competency (p < .001). Repeated measures ANOVA showed a statistically significant difference in competency scores across three time points, F(1.483, 44.487) = 898.729, p < .001. Competency scores increased in each successive assessment.
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