Development of Learning by E-Learning System: A Case of Mahamakut  Buddhist University, Mahavajiralongkorn Rajaviyalaya Campus

Uttamadhammo, Phramaha Paijit; Phrakrusutheejariyawattana, Phrakrusutheejariyawattana

doi:10.5430/wje.v11n3p47

Cited by 3 publications

(3 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…(Sanrattana, 2018). This belief is confirmed by the research of Uttamadhammo and Phrakrusutheejariyawattana (2021), Thawinwong and Sanrattana (2022), and Soipimai and Sanrattana (2023) that focus on research by review literature from articles available on the Internet, including the same PAR methodology was used.…”

Section: Introductionmentioning

confidence: 77%

The Collaborative Power of Teachers to Strengthen Student’s Global Leadership Skills

Phansawang¹,

Sanrattana²

2023

WJE

View full text Add to dashboard Cite

This research was a Participatory Action Research (PAR) methodology to implement the project “The Collaborative Power of Teachers to Strengthen Student's Global Leadership Skills in Na-ngiw Wittayasan School”, which is part of the Doctoral Program in Educational Administration's research program on 21st-century education, Mahamakut Buddhist University, Isan Campus with the concept of "Cooperative Action for Better Change". From the Planning, Acting, Observing, and Reflecting (PAOR) 2 cycles. Cycle one for each semester in the academic year 2022, with 25 teachers as research participants and 640 students in the development target group and the objectives were: 1) To change the level of practice of the research participants and The Global Leadership Skills of students to improve. From the comparison of 3 phases: before and after the practice in the 1st cycle and after the 2nd cycle practice. 2) To create learning from practice and 3) to gain knowledge from practice. The results of the research revealed that 1) there was a change for improvement, respectively, for the teachers who were research participants, the average scores from the performance assessment results were higher, respectively, from 2.92 to 3.06 and 4.00. As for the students who are the target group for development, the Global Leadership Skills assessment was also at a higher level, respectively, from 2.47 to 3.17 and 3.59. 2) The research team, the research participants, and Na-ngiw Wittayasan School gained much proficiency. 3) Generate knowledge from practice that demonstrates the cause-and-effect relationship of the applied driving force that results in a change. Including, resistance to change and how to overcome resistance to change which in this research is called “Na-ngiw Wittayasan School Model: The Collaborative Power of Teachers to Strengthen Student’s Global Leadership Skills”

show abstract

Section: Introductionmentioning

confidence: 77%

The Collaborative Power of Teachers to Strengthen Student’s Global Leadership Skills

Phansawang¹,

Sanrattana²

2023

WJE

View full text Add to dashboard Cite

show abstract

“…For example, the research on "Collaborative Practices to Empower Teachers' Capacities for the 21st Century" by Soipimai and Sanrattana (2023), "Cooperative Practices to Enhance the Quality of Work Integrated Learning. at Nong Khai Technical College" of Sarapoom and Phrakrudhammapissamai (2021), "Development of Learning by E-Learning System: A Case of Mahamakut Buddhist University, Mahavajiralongkorn Rajaviyalaya Campus" of Uttamadhammo and Phrakrusutheejariyawattana (2021), "Participatory Practice "Teach Less, Learn More": A Case of Srikranuanwittayakom School" by Rooptam and Sanrattana (2021), "Practicing Collaborative Teachers to Strengthen Student's Visionary Leadership Skills" by Poonvichaen and Sutheejariyawat (2022), and "Teachers and Participatory Action Research for Developing Learning Environments" by Thawinwong and Sanrattana (2022).…”

Section: Resultsmentioning

confidence: 99%

Teachers with Participatory Action to Enhance 21st Century Learner Skills

Sopin,

Sanrattana

2023

WJE

View full text Add to dashboard Cite

This research aimed to enhance the 21st-century skills of students at Sarakulnawitaya School by focusing on communication skills, creativity, critical thinking, and collaboration. The research methodology was Participatory Action Research. The objectives of the research were threefold: 1) change occurred, 2) learning developed, and 3) knowledge gained from practical experience. The research involved 20 teachers as co-researchers and 50 students. The results of this study compared the average performance across three phases: before and after the implementation of Cycle 1, and after the implementation of Cycle 2. The findings indicated that: 1) The implementation of 55 predetermined strategies for enhancing learners' skills in the 21st century resulted in the increase of the average scores from 2.42 to 2.74 and 3.02, respectively, while students' communication, creativity, and analytical thinking, and teamwork skills improved as reflected in their average scores of 2.46, 2.77, and 3.06. 2) The research team, participants, and educational institution gained knowledge and learning from the various implementation phases, particularly in terms of team awareness, mutual assistance, systematic problem-solving, and collaboration. 3) The research yielded valuable insights into the relationship between driving forces that hinder change, methods for overcoming resistance, and the resulting changes. This knowledge is referred to as the "Teacher-Involved Model for Enhancing 21st-Century Learner Skills in Sarakulnawitaya School."

show abstract

“…This research is corroborated by other researchers who used similar propulsion in their research. For example, the research on "Cooperative Practices to Enhance the Quality of Work Integrated Learning at Nong Khai Technical College" of Sarapoom and Phrakrudhammapissamai (2021), "Participatory Practice "Teach Less, Learn More": A Case of Srikranuanwittayakom School" by Rooptam and Sanrattana (2021), "Practicing Collaborative Teachers to Strengthen Student's Visionary Leadership Skills" by Poonvichaen and Sutheejariyawat (2022), "Teachers and Participatory Action Research for Developing Learning Environments" by Thawinwong and Sanrattana (2022), "Collaborative Practices to Empower Teachers' Capacities for the 21st Century" by Soipimai and Sanrattana (2023), and "Development of Learning by E-Learning System: A Case of Mahamakut Buddhist University, Mahavajiralongkorn Rajaviyalaya Campus" of Uttamadhammo and Phrakrusutheejariyawattana (2021). Therefore, it is suggested that the Participatory Action Research (PAR) methodology involves research, management, development, and problem-solving activities that take place all at the same time.…”

Section: Discussion and Suggestionsmentioning

confidence: 99%

Mobilize the School to Become a 21st-Century School

Issarathammo,

Sutheejariyawattana

2023

WJE

View full text Add to dashboard Cite

The initiative to implement the "Mobilize Sarakulnawitaya School to Become a 21st-century School" project was part of a broader research program that aimed at improving education in the 21st Century by prioritizing active learning, integrating technology into learning, and by increasing the adoption of e-office solutions. The project was conducted using the Participatory Action Research (PAR) methodology, which involved a cyclical process of Planning, Acting, Observing, and Reflecting (PAOR), with two cycles scheduled to take place during the Academic Year of 2022. It was expected that the implementation of this project would result in the following outcomes: 1) improvement in both the research participants' practices and the school's performance as a 21st-century school by the defined focus areas; 2) learning from the actions taken at the individual, group, and school levels; and 3) the knowledge gained from the implemented actions, which could serve as a model for the continuous development of this school in the future. In this research project, there were 20 teachers, who participated as researchers, and 50 students, who were involved in the development process. The findings revealed the following outcomes: 1) there were significant improvements observed in both the research participants' practices and the school's performance as a 21st-century school, in accordance with the defined focus areas, after the completion of Cycle 1 and Cycle 2; 2) the research team, research participants, and Sarakulnawitaya school learned many aspects, particularly the importance of seeking new knowledge as a way to foster out-of-the-box thinking, which results in more efficient work practices; 3) the knowledge, gained from the implemented actions, demonstrated the cause-and-effect relationship between the driving forces that promoted change, the barriers that hindered it, and the strategies used to overcome those barriers.

show abstract

Development of Learning by E-Learning System: A Case of Mahamakut Buddhist University, Mahavajiralongkorn Rajaviyalaya Campus

Cited by 3 publications

References 6 publications

The Collaborative Power of Teachers to Strengthen Student’s Global Leadership Skills

The Collaborative Power of Teachers to Strengthen Student’s Global Leadership Skills

Teachers with Participatory Action to Enhance 21st Century Learner Skills

Mobilize the School to Become a 21st-Century School

Contact Info

Product

Resources

About