บูรณาการการเรียนรู้ด้วยกิจกรรมหลากหลายสำหรับนักศึกษาระดับอุดมศึกษา
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ก.พ. 23, 2022
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บทคัดย่อ
Formal education is expected by the public to promote students in various aspects. Many institutions use activities to develop student skills and support learning. This study integrated the learning activities in the Qualitative Evaluation of Program (QEP) that emphasized project-based learning (PjBL) and team learning through various activities to study the outcomes of such a learning strategy. This research project is a long-term field study of the Electrical Technology program. Activities being integrated into the subject matter of QEP. At the end of the courses, students successfully developed projects. Very-high levels of satisfaction were reported and students greatly improved their academic achievements.
Article Details
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บทความวิจัย (Research Articles)
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References
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Smith C. (2012). Evaluating the quality of work-integrated learning curricula: A comprehensive framework. Higher Education Research & Development, 31(2), 247-262.
Stefanou, C., Stolk, J. D., Prince, M., Chen, J. C. & Lord, S. M. (2003). Self- regulation and autonomy in problem –and project-based learning environments. Active Learning in Higher Education, 14(2), 109-122.
Tlhoaele, M., Suhre, C., & Hofman, A. (2016). Using technology-enhanced, cooperative, group-project learning for student comprehension and academic performance. European Journal of Engineering Education, 41(3), 263-278.
Tran, V. D. (2014). The effects of cooperative learning on the academic achievement and knowledge retention. International journal of higher education, 3(2), 131-140.
Tsay,M., & Brady,M. (2010). A case study of cooperative learning and communication pedagogy: Does working in teams make a difference?, Journal of Scholarship of Teaching and Learning, 10(2), 78-79.
Wells, K. (2011). Narrative Inquiry. Qualitative Social Work, 10(4), 537-545.
Welsh, M. A., & Dehler, G. E. (2013). Combining critical reflection and design thinking to develop integrative learners. Journal of Management Education, 37(6), 771-802.
Wurdinger, S., Haar, J., Hugg, R., & Bezon, J. (2007). A qualitative study using project-based learning in a mainstream middle school. Improving Schools, 10(2), 150-161.
Yigal, A. & Kleij, F. V. D. (2017). Effects of feedback elaboration and feedback timing during computer-based practice in mathematics problem solving, Computer & Education, 110, 154-169.
Aldridge, J. M., Fraser, B. J., & Huang, T.-C. I. (2010). Investigating classroom environments in Taiwan and Australia with multiple research methods. The Journal of Educational Research, 93(1), 48-62.
Barber, J.P. (2012). Integration of learning: A grounded theory analysis of college students’ learning, American Educational Research Journal, 49(3), 590-617.
Barak, M. (2012). "doing" to "doing with learning": reflection on an effort to promote self-regulated learning in technological projects in high school. European Journal of Engineering Education, 37(1), 105-
Bas.G.(2011). Investigating the effects of project –based learning on students’academic achievement and attitudes towards English lesson, TOJNED, The online journal of New Horizons in Education, 1(4),1-15.
Bell, S. (2010). Project-based learning for the 21st century: skills for the future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39-43.
Brown, G. T. L., Peterson, E. R., & Yao, E. S. (2016). Student conceptions of feedback: Impact on self‐regulation, self‐efficacy, and academic achievement. British Journal of Educational Psychology, 86(4), 606-629.
Burke, J. & Larry, C. (2000). Educational Research Allyn and Bacon, USA., p.234.
Cocco, S. (2006). Student leadership development: the contribution of project-based learning. Unpublished Master's thesis. Royal Roads University, Victoria, BC.
Dunning, D., Heath, C. & Suis, J.M. (2004). Flawed self-Assessment: implications for health, education, and the workplace, Sage Journal, 5(3),69-106.
Edward F. Gehringer (2017). Self-assessment to improve learning and evaluation, ASEE Annual Conference & Exposition, Presented at Tips and Tricks for Assessing Student Performance.
Fujita, K. (2005). The effects of extracurricular activities on the academic performance of junior high students. URJHS, 5, 1-17.
Gang, R. (2018). What Makes a Good Learning Environment. Retrieved from https://raccoongang.com/blog/what-makes-good-learning-environment/.
Gehringer, E.F. (2017). Self-assessment to improve learning and evaluation, 2017 ASEE Annual Conference & Exposition.
Gibson, C. & Vermeulen, F. (2003). A healthy divide: subgroups as a stimulus for team learning behavior, Administrative Science Quarterly, 48(2), 202-239.
Helle, L., Tynjälä, P., & Olkinuora, E. (2006). Project-based learning in post-secondary education – theory, practice and rubber sling shots. Higher Education, 51, 287-314.
Hsiung, C. M. (2012). The effectiveness of cooperative learning. Journal of Engineering Education, 101(1), 119-137.
Johnson B. Christensen L.,2000). Educational Research: Quantitative and Qualitative Approaches. Allyn and Bacon, Inc. USA.p.517.
Johnson, D. W., & Johnson, R. T. (2014). Cooperative learning in 21st century. Anales de Psicología/Annals of Psychology, 30(3), 841-851.
Koles, P.G., Stolfi, A., Borges, N.J., Nelson, S. & Parmelee, D.X. (2010). The impact of team-based learning on medical students' academic performance. Acad Med, 85(11), 1739-45.
Kuh, C. D., Laird, T. F. N., & Umbach, P. D. (2004). Aligning faculty activities & student behavior: realizing the promise of greater expectations. Liberal Education, 90(4), 24-31.
Lane, K. L., Menzies, H. M., Ennis, R. P., Oakes, W. P., Royer, D. J., & Lane, K. S. (2018). Instructional choice: An effective, efficient, low-intensity strategy to support student success. Beyond Behavior, 27(3), 160-167.
Laura Seckington. Integration and Inclusion: 6 Steps to Student Success/CPI. Retrieved from www.crisisprevention.com
Learnalberta (2018.) Math Interactives-LearnAlberta.ca, Retrieved from https//learnalberta.ca>content>mejhm.
Lee, H.J.,Kim, H.,& Byun, H.(2017). Are high achievers successful in collaborative learning? An explorative study of college students’ learning approaches in team project-based learning. Innovations in Education and Teaching International, 54(5), 418-427.
Leedy, P.D. (1997). Practical Research. sixth edition Prentice-Hall, Inc. USA. p.231.
Matsuo, M. (2016), Reflective leadership and team learning: an exploratory study. Journal of Workplace Learning, 28(5), 307-32.
McMillan, J. H. & Hearn, J. (2008). Student self-assessment: The key to stronger student motivation and higher achievement. Educational Horizons, 87(1),40-49.
Mory, E. H. (2004). Feedback research revisited. In D. Jonassen (Ed.), Handbook of research on educational communications and technology (pp.745-783). Mahwah, NJ: Lawrence Erlbaun Associates.
Muchtaromm M., Budimansyah, D., Suryadi, A. (2016). The implementation of integrated education to develop the intact personality of students. New Educational Review, 43(1), 147-156.
Office for National Education Standards and Quality Assessment. (2017). Higher Education. Bangkok: onesqa.
Online Note Bank. (2020). Integrated education: meaning, objectives, characteristics, scope and suggestions of integrated education. Retrieved from https://online notebank.wordpress.com/2020/03/17/.
Schneider, C. G. (2003). Liberal Ed, 22-education and Integrative Learning. Issues in Integrative Studies, 21, 1-8.
Schuelka, M.J. (2018). Implementing inclusive education. K4D Helpdesk Report. Brighton, UK: Institute of Development Studies, Retrieved from https://assets.publishing.service.gov.uk/media/5c6eb77340f0b647b214c599/374_Implementing_Inclusive_Education.pdf.
Seckingto, L. (2020). Integration and Inclusion: 6 Steps to Student Success, Crisis Prevention Institute, Retrieved from https://www.crisis prevention.com/Blog/Integration-and-Inclusion-in-Classrooms.
Shute,V. J. (2008). Focus on formative feedback. Review of Educational Research, 78,
Smith, C., & Worsfold, K. (2015). Unpacking the learning-work nexus: 'priming' as lever for high-quality learning outcomes in work-integrated learning curricula. Studies. Higher Education-Oxford, 40(1), 22-42.
Smith C. (2012). Evaluating the quality of work-integrated learning curricula: A comprehensive framework. Higher Education Research & Development, 31(2), 247-262.
Stefanou, C., Stolk, J. D., Prince, M., Chen, J. C. & Lord, S. M. (2003). Self- regulation and autonomy in problem –and project-based learning environments. Active Learning in Higher Education, 14(2), 109-122.
Tlhoaele, M., Suhre, C., & Hofman, A. (2016). Using technology-enhanced, cooperative, group-project learning for student comprehension and academic performance. European Journal of Engineering Education, 41(3), 263-278.
Tran, V. D. (2014). The effects of cooperative learning on the academic achievement and knowledge retention. International journal of higher education, 3(2), 131-140.
Tsay,M., & Brady,M. (2010). A case study of cooperative learning and communication pedagogy: Does working in teams make a difference?, Journal of Scholarship of Teaching and Learning, 10(2), 78-79.
Wells, K. (2011). Narrative Inquiry. Qualitative Social Work, 10(4), 537-545.
Welsh, M. A., & Dehler, G. E. (2013). Combining critical reflection and design thinking to develop integrative learners. Journal of Management Education, 37(6), 771-802.
Wurdinger, S., Haar, J., Hugg, R., & Bezon, J. (2007). A qualitative study using project-based learning in a mainstream middle school. Improving Schools, 10(2), 150-161.
Yigal, A. & Kleij, F. V. D. (2017). Effects of feedback elaboration and feedback timing during computer-based practice in mathematics problem solving, Computer & Education, 110, 154-169.