Development on the Learning Module of School-Based Supervision Course for Master Degree Students, Majoring Educational Administration in Thailand

Sirisuthi, Chaiyuth; Chantarasombat, Chalard

doi:10.5430/ijhe.v10n4p21

Cited by 3 publications

(2 citation statements)

References 7 publications

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“…More specifically, studies mentioned that MDL and the processes for its implementation should be regularly checked to prevent or minimize errors, meet stakeholders' needs, and conform to desired outcomes or standards (Boholano et al, 2022;Butial et al, 2022;Cabardo et al, 2022;De Pedro & Derasin, 2022;Fungo-Fulo & Deri, 2022;Nanquil, 2021;Tan et al, 2022). This finding coheres with previous quantitative studies on the importance of quality assurance mechanisms in module and other learning materials development (e.g., Nurhayati & Uno, 2019;Pulukadang et al, 2020;Sirisuthi & Chantarasombat, 2021;Talimodao & Madrigal, 2021).…”

Section: Theme 3: Intervention Presencesupporting

confidence: 91%

Towards an Enhanced Implementation of Printed Modular Distance Learning in the Philippines: A Meta-Synthesis

Tanucan

Alejandro

Corcino

2023

IJLTER

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Implementing modular distance learning (MDL) in the Philippines remains problematic. We review studies on printed MDL to create themes for its enhanced implementation. A meta-synthesis of qualitative studies was executed, and a comprehensive search in Google Scholar was conducted. A thematic synthesis was performed, revealing the four presences to enhance the implementation of printed MDL, such as: structural; community; intervention; and quality assurance. The structural presence underscores module designs that can capture students' interests and learning, as well as module content that can articulate curricular learning competencies and students' context, needs, and situations. The community presence highlights that education in the MDL is not the sole responsibility of students. Contrary to the common idea that MDL is about providing modules for students to study independently, MDL is everyone's responsibility. The family members and teachers, as well as community members and sectors, have roles to play and must work together to produce more desirable learning outcomes. The intervention presence emphasizes instructional and socio-emotional support to help students overcome academic and personal difficulties and foster a positive and supportive learning atmosphere. Quality assurance presence highlights the systematic actions in the planning, development, implementation, monitoring, and evaluation processes to ensure the MDL's quality implementation and continuous improvement. The provision of quality includes meeting stakeholders' needs and conforming to desired outcomes or standards. Hence, education officials may adopt the identified presences for the orientation and training activities to enhance the implementation of MDL.

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Section: Theme 3: Intervention Presencesupporting

confidence: 91%

Towards an Enhanced Implementation of Printed Modular Distance Learning in the Philippines: A Meta-Synthesis

Tanucan

Alejandro

Corcino

2023

IJLTER

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“…In this research, didactic design referred to the use of learning modules. These learning modules should have been flexible [20,21], capable of adapting to various school situations. Furthermore, these modules could have been transformed into hybrid modules [22,23], which could have been implemented in different learning modes, such as online learning and home visits [23,24].…”

Section: Methodsmentioning

confidence: 99%

Research on Nonroutine Problems: A Hybrid Didactical Design for Overcoming Student Learning Obstacles

Sukarma,

Isnawan,

Alsulami

2024

Human Behavior and Emerging Technologies

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The multiplication of fractions was generally considered easy, but it became challenging when presented as a nonroutine problem. One solution to these challenges was integrating technology into learning. Therefore, the study is aimed at proposing a hybrid module as a solution. The design in this research was a didactical design research. The study involved 56 participants, aged 13–18 years, mainly female students from the Sasak tribe in an Indonesian junior high school. Researchers employed fraction comprehension tests, in-depth interviews, and a hybrid hypothesis module as primary instruments. For learning outcomes, NVivo-12-assisted thematic analysis was used, and for learning obstacles, retrospective-based qualitative analysis was used. The study findings revealed several factors that caused learning obstacles, including conceptual ontogenic, epistemological factors, and students’ restricted Internet access. The hybrid hypothesis module proved effective in assisting students by providing additional problem contexts and scaffolding, addressing previous learning obstacles. After implementation, there was a redesign of the hybrid module in the form of additional scaffolding to help students construct the concepts studied. This research concluded that the application of technology in the form of hybrid modules was able to minimize barriers to student learning.

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Students’ Evaluation of Faculty-Prepared Instructional Modules: Inferences for Instructional Materials Review and Revision

Hamora

Rabaya

Pentang

et al. 2022

J. Educ., Mngt., and Dev. Studies

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Academic institutions migrated to modular teaching-learning amid the COVID-19 pandemic. To ensure the quality of the pedagogical innovations employed, the study determined the students’ evaluation of the faculty prepared instructional modules for the courses they enrolled in during the first and second semesters of Academic Year 2020-2021. Employing a descriptive-correlational research design, the study was participated by 644 students from three colleges who were then available during the data gathering. Data gathered through online surveys were then analyzed using descriptive statistics and Spearman's rank correlation coefficient utilizing jamovi software. Results revealed that the faculty-prepared instructional modules were acceptable and satisfactory to the students. Besides, the students' evaluation of the instructional modules was positively related to their level of satisfaction. Still, the students recommended that a review of the modules be done before sending the modules; a more extended time allotment is considered, and sufficient concrete examples are given in the modules. With this, the faculty concerned are encouraged to review the phases involved in the design, development, and distribution of the instructional modules to make them highly acceptable and very satisfactory to the students while maintaining the quality of both the content and aesthetics of the learning materials. Considering the study’s limitations, further endeavors may be carried out to validate this pedagogical innovation.

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Development on the Learning Module of School-Based Supervision Course for Master Degree Students, Majoring Educational Administration in Thailand

Cited by 3 publications

References 7 publications

Towards an Enhanced Implementation of Printed Modular Distance Learning in the Philippines: A Meta-Synthesis

Towards an Enhanced Implementation of Printed Modular Distance Learning in the Philippines: A Meta-Synthesis

Research on Nonroutine Problems: A Hybrid Didactical Design for Overcoming Student Learning Obstacles

Students’ Evaluation of Faculty-Prepared Instructional Modules: Inferences for Instructional Materials Review and Revision

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