4. The purposes of this research and development were to develop, use, and validate a flipped learning instructional
design model based on TPACK framework and elaboration theory for secondary school teachers under Office of the Private
Education Commission (OPEC). Data were collected using a mixed-method research and divided into 4 phases as follows:
1) study opinions of experts and secondary school teachers; 2) create a model; 3) use a model by conducting an experiment
study; and 4) validate the model, The samples were 6 experts, 350 secondary school teachers, and 8 secondary school
teachers under OPEC. All eight teachers participated in experimental study lasted 16 weeks. Data were collected using
frequency, percentage, arithmetic mean, standard deviation, and nonparametric statistics (The Wilcoxon Signed Ranks Test).
Content analysis was used to analyze the qualitative data. The research results indicated that:
1. A Flipped Learning Instructional Design (FLID) model based on TPACK framework and elaboration theory for
secondary school teachers under Office of the Private Education Commission consisted of eight components: 1) learning
environments; 2) learners; 3) instructors; 4) interaction and communication; 5) contents; 6) instructional strategies; 7) media
and technology; and 8) evaluation. The twelve steps of FLID model were as follows: 1) identify the instructional goals; 2)
learner analysis; 3) contextual analysis; 4) identify the contents based on TPACK and elaboration theory; 5) identify objectives;
6) set tasks and assessment tools; 7) set the flipped learning strategies; 8) select media and technology for flipped learning;
9) develop a flipped learning lesson plan 10) develop instructional media and assessment tools; 11) implement; and
12) evaluate.
2. The results of the model usage and validation showed as follow:
2.1 The experimental group had the post-test score of the flipped learning instructional design
knowledge higher than the pre-test scores at the .05 level of significance.
2.2 After using the FLID model, the experimental group developed their own lesson plan for flipped
learning. The expert assessed the lesson plans at high level.
2.3 The experimental group agreed that FLID model was appropriate and 315 students learned with the
flipped learning were satisfied with high level.
3. The FLID model validation results by experts was appropriate at an excellent level.
ABSTRACT
(กิตติพันธ์ อุดมเศรษฐ์, 2558)
39. หน้า 145
Center for Research on Learning and Teaching,
University of Michigan
40. Writing
(Minute paper)
Large group
discussion
Self-assessment
Writing
(Minute paper)
Think-pair-share
Informal group
Triad group
Peer review
Case studies
Group
evaluations
Interactive
lecture
Brains
storming
Hands-on
technology
Role playing
Game or
simulation
Forum
theater
Inquiry learning
Jigsaw
discussion
Experiential
Learning
(Site visits)Pause and
reflections
Collaborative – Cooperative learning
Complex learningIndividual or Group
การเรียนรู้
เชิงรุก
Active Learning
(Center of Research on Learning and Teaching, University of Michigan; 2014;
Rochester Institute of Technology, 2013; Center of Teaching and Learning, University of Minnesota, 2014)
(กิตติพันธ์ อุดมเศรษฐ์, 2558)