A Development of a Collaborative Blended Learning Model to Enhance Learning Achievement and Thinking Ability of Undergraduate Students at the Institute of Physical Education

Autor/inn/en	Kingpum, Peerasak; Ruangsuwan, Chaiyot; Chaicharoen, Sumalee
Titel	A Development of a Collaborative Blended Learning Model to Enhance Learning Achievement and Thinking Ability of Undergraduate Students at the Institute of Physical Education
Quelle	In: Educational Research and Reviews, 10 (2015) 15, S.2168-2177 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Cooperative Learning; Blended Learning; Undergraduate Students; Physical Education; Thinking Skills; Models; Educational Objectives; Educational Principles; Teaching Methods; Learning Activities; Student Evaluation; Measurement Techniques; Experimental Groups; Control Groups; Comparative Analysis; Foreign Countries; Technology Uses in Education; Conventional Instruction; Student Surveys; Questionnaires; Pretests Posttests; Thailand + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Körpererziehung; Sportunterricht; Denkfähigkeit; Analogiemodell; Educational objective; Bildungsziel; Erziehungsziel; Bildungsprinzip; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Schulnote; Studentische Bewertung; Messtechnik; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerbefragung; Fragebogen
Abstract	This research aimed to develop a model of a collaborative blended learning (CoBl) to develop learning achievement and thinking ability of undergraduate students in the Institute of Physical Education. The research is divided into three phases using the blended learning model via collaborative learning with thinking abilities approach as follows: Phase 1 consists of the development of the collaborative blended learning model; phase 2, the effects of implementing from the model to develop thinking abilities; phase 3, the presentation of the developed model to a group of experts for accepting the developed model. The findings showed that: there are four components in the model of collaborative blended learning namely principles, objectives, procedures and instructional activities, and measurement and evaluation. The instructional processes are divided into 3 phases, namely, preparation, learning management, and measurement and evaluation. The experimental group of students showed gains in learning achievement and thinking abilities as a whole and in each subscale from before learning with the developed model at the 0.05 level of significance. They showed greater learning achievement than the control group of students (p = 0.001). However, the two groups of these students did not statistically indicate different thinking abilities (p = 0.501). In addition, the students showed their opinions about learning with the developed model at the high agreed level. Also, the experts assessed the developed model at the most appropriate level. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01