Development of a collaborative learning with creative problem solving process...
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Blended Learning Model for Buddhist Education via DMC Satellite Channel. [NEC2011 Wera & Panita]
1. āļĢāļđ āļāđāļāļāļāļēāļĢāļĻāļķāļāļĐāļēāđāļāļīāļāļāļļāļāļāđāļāļāļāļŠāļĄāļāļŠāļēāļāļāļāļāļŠāļāļēāļāļĩāđāļāļĢāļāļąāļĻāļāđ āļāđāļēāļāļāļēāļ§āđāļāļĩāļĒāļĄāļāđ āļāļāļāļĩāđāļāđāļĄāļāļĩ
Blended Learning Model for Buddhist Education via DMC Satellite Channel
āļāļĢ.āļ§āļĩāļĢāļ° āļŠāļļ āļ āļ°1, āļāļĢ.āļāļāļī āļāļē āļ§āļĢāļĢāļāļāļīāļĢāļļāļ2
1
āļāļāļ°āļĻāļīāļĨāļāļĻāļēāļŠāļāļĢāđ āļĄāļŦāļēāļ§āļīāļāļĒāļēāļĨāļąāļĒāļāļāļĢāđāļāļāļĢāļļ āļāđāļāļ
(wera.su@northbkk.ac.th)
2
āļŠāļēāļāļēāļ§āļīāļāļēāđāļāļāđāļāđāļĨāļĒāļĩāļŠāļēāļĢāļŠāļāđāļāļĻāđāļĨāļ°āļāļēāļĢāļŠāļ·āđ āļāļŠāļēāļĢāđāļāļ·āđāļāļāļēāļĢāļĻāļķāļāļĐāļē āļāļāļ°āļāļĢāļļ āļĻāļēāļŠāļāļĢāđāļāļļāļāļŠāļēāļŦāļāļĢāļĢāļĄ
āļĄāļŦāļēāļ§āļīāļāļĒāļēāļĨāļąāļĒāđāļāļāđāļāđāļĨāļĒāļĩāļāļĢāļ°āļāļāļĄāđāļāļĨāđāļēāļāļĢāļ°āļāļāļĢāđāļŦāļāļ·āļ
(panitaw@kmutnb.ac.th)
ABSTRACT Keywords: blended learning model, Buddhist
education, DMC satellite channel, critical thinking
skills.
This objective the study was to develop the
blended learning model for Buddhist education
via DMC satellite channel. There were 3 steps in
the research which were: 1) develop the main
āļāļāļāļąāļāļĒāđ āļ
concept of the blended learning model for āļāļēāļĢāļ§āļīāļāļĒāļāļĩāđāļĄāļĩāļ§āļāļāļļāļāļĢāļ°āļŠāļāļāđāđāļāļ·āđāļāļāļąāļāļāļēāļĢāļđ āļāđāļāļāļāļēāļĢāļĻāļķāļāļĐāļēāđāļāļīāļ
āļą āļą
Buddhist education via DMC satellite channel,
2) develop of the blended learning model for āļāļļāļāļāđāļāļāļāļŠāļĄāļāļŠāļēāļāļāļāļāļŠāļāļēāļāļĩ āđāļāļĢāļāļąāļĻāļāđāļāđāļēāļāļāļēāļ§āđāļāļĩāļĒāļĄāļāđāļāļ
Buddhist education via DMC satellite channel,
3) determine the results from using of the
āļāļĩāđāļāđāļĄāļāļĩ āļāļąāđāļāļāļāļāļāļēāļĢāļ§āļīāļāļĒāđāļāđāļāļāļāļāđāļāđ āļ 3 āļāļąāđāļāļāļāļāļāļ·āļ 1) āļĻāļķāļāļĐāļē
āļą
blended learning model for Buddhist education āđāļĨāļ°āļŠāļąāļāđāļāļĢāļēāļ°āļŦāđāļāļĢāļāļāđāļāļ§āļāļīāļāļāļāļāļĢāļđ āļāđāļāļāļāļēāļĢāđāļĢāļĩ āļĒāļāļāļēāļĢāļŠāļāļ
via DMC satellite channel. The research tools
were the blended learning model, the learning āđ
āļāļēāļāđāļāļĨāđāļāļīāļāļāļļāļāļāļāļāļāļŠāļāļēāļāļĩ āđāļāļĢāļāļąāļĻāļāđāļāļēāļāļāļēāļ§āđāļāļĩāļĒāļĄāļāđāļāļāļāļĩāđāļāđāļĄ
achievement test and the student satisfaction āļāļĩ 2) āļāļąāļāļāļēāļĢāļđ āļāđāļāļāļāļēāļĢāđāļĢāļĩ āļĒāļāļāļēāļĢāļŠāļāļāļāļēāļāđāļāļĨāđāļāļī āļāļāļļāļāļāļāļāļ
questionnaire. The sample was 30
undergraduate students of Dhammakaya Open āļŠāļāļēāļāļĩ āđāļāļĢāļāļąāļĻāļāđāļāđāļēāļāļāļēāļ§āđāļāļĩ āļĒāļĄāļāđ āļāļāļāļĩ āđāļāđāļĄāļāļĩ 3) āļĻāļķ āļāļĐāļēāļāļĨāļāļāļ
University (DOU), California, USA. who had
enrolled to study GL 203 The Law of Karma āļāļēāļĢāđāļāđāļĢāļđāļāđāļāļāļāļēāļĢāđāļĢāļĩ āļĒāļāļāļēāļĢāļŠāļāļāļāļēāļāđāļāļĨāđāļāļīāļāļāļļāļāļāļāļāļāļŠāļāļēāļāļĩ
subject in the first semester of 2010. The āđ
āđāļāļĢāļāļąāļĻāļāđāļāļēāļāļāļēāļ§āđāļāļĩāļĒāļĄāļāđāļāļāļāļĩāđāļāđāļĄāļāļĩ āđāļāļĢāļ·āđ āļāļāļĄāļ·āļāļāļĩāđāđāļāđāđāļāļāļēāļĢāļ§āļīāļāļĒ āļą
experiment period was 10 weeks. Data was
analyzed by using average, standard deviation, āļāļ· āļ āļĢāļđ āļāđāļāļāļāļēāļĢāļĻāļķ āļ āļĐāļēāđāļāļī āļ āļāļļ āļ āļāđāļāļāļāļŠāļĄāļāļŠāļēāļāļāļāļ
and t-Test dependent.
The result revealed that: āļŠāļāļēāļāļĩāđāļāļĢāļāļąāļĻāļāđāļāļēāļāļāļēāļ§āđāļāļĩāļĒāļĄāļāđāļāļāļāļĩāđāļāđāļĄāļāļĩ āđāļāļāļ§āļąāļāļāļĨāļŠāļąāļĄāļĪāļāļāļīāđ
āđ
1. The blended learning model consists of 6 āļāļēāļāļāļēāļĢāđāļĢāļĩ āļĒāļ āđāļĨāļ°āđāļāļāļŠāļāļāļāļēāļĄāļāļ§āļēāļĄāļāļķāļāļāļāđāļāļāļāļāļāļđāđāđ āļĢāļĩ āļĒāļ
components which are: 1) learning resource, 2)
technology, 3) personnel, 4) learning media, 5) āļ āļĨāļļāđ āļĄ āļāļą āļ§ āļ āļĒāđ āļē āļ āđ āļāđ āļ āļāļą āļ āļĻāļķ āļ āļĐ āļē āļĢ āļ° āļāļą āļ āļ āļĢāļī āļ āļ āļē āļāļą āļ āļāļī āļ
coordinator center and 6) environment. The
procedure of the blended learning for Buddhist
āļĄāļŦāļēāļ§āļī āļ āļĒāļēāļĨāļąāļĒ āļāļĢāļĢāļĄāļāļēāļĒāđāļāļĨāļī āļ āļāļĢāđ āđ āļāļĩ āļĒ āļāļĩāđ āļĨ āļāļāļ°āđāļāļĩ āļĒ āļāđāļĢāļĩ āļĒāļ
education via DMC satellite channel consists of 4 āļĢāļēāļĒāļ§āļīāļāļē GL 203 āļāļāđāļŦāđ āļāļāļĢāļĢāļĄ āļ āļēāļāļāđāļ āļāļĩ āļāļēāļĢāļĻāļķāļāļĐāļē 2553
steps which are: 1) the preparation before
studying, 2) the blended learning for Buddhist āļāđāļēāļāļ§āļ 30 āļāļ āļĢāļ°āļĒāļ°āđāļ§āļĨāļēāđāļāļāļēāļĢāļāļāļĨāļāļ āļāļ· āļ 10 āļŠāļąāļāļāļēāļŦāđ
education consists of 3 steps which are: 2.1)
Create faith 2.2) Study information and practice
āļ§āļīāđāļāļĢāļēāļ°āļŦāđāļāļāļĄāļđāļĨāļāđāļ§āļĒ āļāđāļēāđāļāļĨāļĩāđāļĒ āļŠāđ āļ§āļāđāļāļĩāđāļĒāļāđāļāļāļĄāļēāļāļĢāļāļēāļ āđāļĨāļ° t-
āđ
thinking: think correctly, think in the right way, Test Dependent
think reasonably, and think meritoriously 2.3)
Conclude the learning, 3) the studying āļāļĨāļāļēāļĢāļ§āļīāļāļĒ āļāļāļ§āđāļē
āļą
communication, and 4) motoring and evaluating 1. āļāļāļāđāļ āļĢāļ°āļāļāļāļāļāļāļĢāļđ āļ āđāļāļāļāļēāļĢāļĻāļķ āļāļĐāļēāđāļāļī āļāļāļļāļ āļāđāļāļ
results.
2. The undergraduate students learned with āļāļŠāļĄāļāļŠāļēāļāļāļāļāļŠāļāļēāļāļĩ āđ āļāļĢāļāļąāļĻ āļāđ āļāđāļē āļāļāļēāļ§āđāļāļĩ āļĒ āļĄāļāđ āļ āļāļāļĩ āđ āļāđāļĄ āļāļĩ
the blended learning model for Buddhist
education via DMC satellite channel had a āļāļĢāļ°āļāļāļāļāđāļ§ āļĒ 6 āļāļāļāđ āļ āļĢāļ°āļāļāļ āļāļ· āļ 1) āđāļŦāļĨāđ āļ āđāļĢāļĩ āļĒāļāļĢāļđāđ 2)
statistically significant difference of the learning āđāļāļāđāļāđāļĨāļĒāļĩ 3) āļāļļ āļ āļĨāļēāļāļĢ 4) āļŠāļ·āđ āļāļāļēāļĢāđāļĢāļĩ āļĒāļāļĢāļđāđ 5) āļĻāļđ āļ āļĒāđ
achievement and critical thinking skills post-test
score over the pretest scores at .01 level. āļāļĢāļ°āļŠāļēāļāļāļēāļ āđāļĨāļ° 6) āļŠāļ āļēāļāđāļ§āļāļĨāđāļāļĄ āļāļąāđāļāļāļāļāļāļāļāļāļēāļĢāļĻāļķāļāļĐāļē
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7. Study of content Online: Self-pace e-Learning A
via LMS
Onair: Instructional Practice to think reasonably On air: Instructional television
ï Create faith
F2F: Group Discussion
Introduce Dharma principle which
Stimulate the student to know the Onair: Instructional television students can apply to solve problems
Think reasonably
importance of the lesson
Think reasonably
Propose the situation problems or example Onair: Instructional television
Introduce Dharma principle which the students Determine the way to solve problems
can apply to solve problems Onair: Instructional television
Determine the connections
ï Study information and practice thinking
Practice to think meritoriously On air: Instructional television
Search and collect data Onair: Instructional television
Online : Online Resources F2F: Group Discussion
Introduce Dharma principle which
Practice 4 thinking skills students can apply to solve problems
Think meritoriously
Promote the values of Dharma and
Practice to think correctly virtue
Onair: Instructional television
F2F: Group Discussion
Introduce Dharma principle which On air: Instructional television
students can apply to solve problems Students practice the skills to make F2F: Group Discussion
Think correctly
Consider the fact Students implement the practice with the On air: Instructional television
teachers as their best friends F2F: Group Discussion
Evaluate the essential ones
ï Conclude the learning
Analyze the subâcomponents and
Students and teachers conclude the On air: Instructional television
Practice to think in the right way Online: VDO Conference,
Onair: Instructional Online Phone
television F2F: Group Discussion
Introduce Dharma principle which
students can apply to solve problems Test and evaluate the learning On air: Instructional television
Think in the right way Online: Online Testing
F2F: Group Discussion
Evaluate the value of targetâaimed action
Not pass
evaluate the learning Self-pace e-Learning via LMS
Determine the advantage, disadvantage
and regulation Online: LMS
Pass
Have an awareness
Study the next content
A
āļĢāļđ āļāļāļĩāđ 3: āļāļĢāļ°āļāļ§āļāļāļēāļĢāļāļēāļĢāļĻāļķāļāļĐāļēāđāļāļī āļāļāļļāļāļāđāļāļāļāļŠāļĄāļāļŠāļēāļāļāļāļ
āļŠāļāļēāļāļĩāđāļāļĢāļāļąāļĻāļāđ āļāđāļēāļāļāļēāļ§āđāļāļĩāļĒāļĄāļāđ āļāļāļāļĩāđāļāđāļĄāļāļĩ
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