A Development of Instructional Model in Op-Amp and Linear IC Course of Diploma Electronic Students Using Distance Communication Technology and Information Technology
Journal Title: International Journal of the Computer, the Internet and Management - Year 2015, Vol 23, Issue 3
Abstract
This research aimed to 1) develop instructional model for Op-amp and Linear IC Course, 2) gain the efficiency of instructional model comparing to standard criteria of 80/80, 3) study the learning achievement of the students, 4) study the teaching efficiency, and 5) evaluate the satisfaction of the students who studied via instructional model. The population was experts on educational technology and 120 diploma electronics student of Lamphun Technical College. The samples were 5 experts for quality evaluation and 46 diploma electronics students of Lamphun Technical College, derived from simple random sampling. The data was statistically analyzed by mean, standard deviation, and t-test for dependent group. The research findings were that: (1) the instructional model of Op-amp and Linear IC Course using distance communication technology and information technology is called HCL Model: Hyflex Constructionism Learning Model. The instructional model is flexible to learning environment using technology and learning process of constructionism that the learners studied both inside and outside the classroom, anytime and anywhere. The instructional model consisted of 4 components: 1) input, 2) process, 3) output, and 4) feedback. The instructional management composed of 11 steps, and 23 elements: 1) Analysis with 4 elements; 1.1 curriculum analysis, 1.2 content analysis, 1.3 learner analysis, and 1.4 basic system analysis, 2) Design and Development with 8 elements; 2.1 identify the learning purposes, 2.2 development of instructional objectives, 2.3 collecting and designing content, 2.4 selecting learning activities, 2.5 creating instructional communication, 2.6 selecting content delivering, 2.7 preparing learning resources, and 2.8 creating instructional method, 3) preparation with 3 elements; 3.1 orientation, 3.2 knowing the purposes, and 3.3 limitation, 4) Searching, 5) Data collection, 6) Planning, 7) Implementation with 4 elements; 7.1 surfing information, 7.2 trying out, 7.3 experiment result, and 7.4 the traceability view, 8) Evaluation with 3 elements; 8.1 progress, 8.2 process, and 8.3 product, 9) Presentation, 10) Published Works, and 11) Check with 2 elements; 11.1 progress and 11.2 process. The efficiency of instructional model evaluated by experts found that the efficiency was at the level of “most” (mean = 4.75, S.D. = 0.07), (2) The efficiency of instructional model (HCL Model) in Op-amp and Linear IC Course of Diploma Electronic Students Using Distance Communication Technology and Information Technology gained the standard criteria of 80/80 with 80.65/81.20, (3) The learning achievement of learners using HCL model was significantly higher at the level of .05 and the efficiency index was at .043, (4) The co-efficiency of variation that showed the instructional efficiency was at 1.26, and (5) the satisfaction of the students to HCL Model was at the level of “much” (mean = 4.17, S.D. = 0.35).
Authors and Affiliations
Pitipark Pinrod
Keywords
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