Abstract
This research aimed to develop a model of a collaborative blended learning-CoBl- to develop learning achievement and thinking ability of undergraduate students in the Institute of Physical Education. The research is divided into three phases using the blended learning model via collaborative learning with thinking abilities approach as follows: Phase 1 consists of the development of the collaborative blended learning model; phase 2 the effects of implementing from the model to develop thinking abilities; phase 3, the presentation of the developed model to a group of experts for accepting the developed model. The findings showed that: there are four components in the model of collaborative blended learning namely principles, objectives, procedures and instructional activities, and measurement and evaluation. The instructional processes are divided into 3 phases, namely, preparation, learning management, and measurement and evaluation. The experimental group of students showed gains in learning achievement and thinking abilities as a whole and in each subscale from before learning with the developed model at the .05 level of significance. They showed greater learning achievement than the control group of students (p = .001). However, the two groups of these students did not statistically indicate different thinking abilities (p = .501). In addition, the students showed their opinions about learning with the developed model at the high agreed level. Also, the experts assessed the developed model at the most appropriate level. Key words: Blended learning collaborative learning model, think ability.
Highlights
This research aimed to develop a model of a collaborative blended learning-CoBl- to develop learning achievement and thinking ability of undergraduate students in the Institute of Physical Education
The research is divided into three phases using the blended learning model via collaborative learning with thinking abilities approach as follows: Phase 1 consists of the development of the collaborative blended learning model; phase 2 the effects of implementing from the model to develop thinking abilities; phase 3, the presentation of the developed model to a group of experts for accepting the developed model
According to the National Education Act of B.E. 2542 (1999) the revised edition of B.E. 2545 (2002), Ministry of Education (2003), learners should be promoted on thinking ability such as analyzing and synthesizing
Summary
This is to develop learners individually based on his or her own learning potential as prescribed in a section of national educational act as learner should possess learning, mastering, and learning process. Sport and health sciences are one of the educational systems which develop and adjust rapidly for this field of study to help learners to be physically fit This field of study emphasizes utilizing experiences, problem solving, and well understanding of real life. The graduates gain creative thinking, love learning, skills, and critical thinking to solve problems (Institute of Physical Education, 2007) This relates to Thai Qualification Framework for Higher Education; TQF; HEd 2006 which states five developments of Thai learners of higher education. Necessary to possess thinking ability (Guilford and Hoepfner, 1971)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have