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Innovative Asynchronous Learning in a Blended Problem-Based Model: Transforming Educational Innovation Design and Development Course |
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| รหัสดีโอไอ | |
| Creator | Kannika Daungcharone |
| Title | Innovative Asynchronous Learning in a Blended Problem-Based Model: Transforming Educational Innovation Design and Development Course |
| Contributor | Krittawaya Thongkoo, Kannika Daungcharone |
| Publisher | Digital Education and Learning Engineering Association |
| Publication Year | 2568 |
| Journal Title | Journal of Digital Education and Learning Engineering |
| Journal Vol. | 1 |
| Journal No. | 1 |
| Page no. | 7-16 |
| Keyword | Asynchronous learning, blended learning, problem-based learning, educational innovation, learning engagement |
| URL Website | https://so18.tci-thaijo.org/index.php/delethailand |
| Website title | Journal of Digital Education and Learning Engineering Association |
| ISSN | 3088-1552 |
| Abstract | In an era where educational methods are rapidly evolving, traditional instructional approaches often fall short of meeting the diverse needs of modern learners. This study investigates the impact of integrating asynchronous learning within a blended problem-based learning (PBL) model on the learning outcomes and perceptions of master's degree students in the 'Educational Innovation Design and Development' course at Chiang Mai University. Thirty students participated in the course, which was restructured to incorporate asynchronous learning components such as MOOCs and online collaborative tools, allowing them to engage with materials at their own pace. A mixed-methods approach, including pre-and post-tests, perception questionnaires, and reflective journals, was employed to assess the effectiveness of this integrated model. The results revealed a significant improvement in learning achievement, with posttest scores averaging 22.63% higher than pretest scores. Additionally, 85% of students reported increased satisfaction with the course structure, particularly valuing the flexibility and clarity of the learning activities. These findings suggest that combining asynchronous learning with a blended PBL model can significantly enhance student engagement and critical thinking, offering a promising strategy for educational innovation. Further research is recommended to explore the scalability and effectiveness of this model across different disciplines and educational settings. |
