Development of Online Learning Network Innovations for Supporting Physical Education Teaching Professional Experience in the 21st Century
Journal Title: International Journal of the Computer, the Internet and Management - Year 2018, Vol 26, Issue 1
Abstract
The purposes of this study were: 1) to develop the online learning network innovations for supporting physical education teaching professional experience in the 21st century and 2) to evaluate the effectiveness of those online learning network innovations. This research and development study was carried out by employing mixed methods with the embedded design. A quasi-experimental design of equivalent time-sample design was used in this qualitative and quantitative study where one experimental group was tested at equivalent intervals. A post-test was used for self-evaluation at the end of the experiment. The sample were 9 supervisors, 27 cooperating teachers, and 54 student teachers. The research instrument used in this study comprised a self-evaluation questionnaire of mentoring competencies with the online social network, a questionnaire for evaluating teacher’s characteristics of student teachers, and a questionnaire on satisfaction with the online learning network innovations. The statistical devices employed for data analysis were arithmetic mean, standard deviation and content analysis. The research results were as the following: 1. The online learning network innovations for supporting physical education teaching professional experience in the 21st century consisted of six components: 1) network leader; 2) network members; 3) network objectives; 4) manual for teaching professional experience; 5) social network; and 6) learning network procedures containing four major stages: (1) Orientation; (2) Planning; (3) Implementation; and (4) Assessment. 2. The effectiveness of the online learning network innovations for supporting physical education teaching professional experience in the 21st century revealed that: 1) Teacher’s characteristics of student teachers were found at a high level and comprised five domains: (1) planning for learning management, (2) classroom management, (3) teaching professional competencies, (4) ability to use information technology, and (5) professional codes, ethics and morals, 2) Supervisors and cooperating teachers possessed mentoring competencies at a highest level, and 3) As a whole, supervisors, cooperating teachers, and student teachers were satisfied with the online learning network innovations at a highest level.
Authors and Affiliations
Pensri Srisawat, Preedaphorn Douangjaidee
Keywords
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