DEVELOPMENT OF A FLIPPED CLASSROOM LESSON DESIGN MODEL OF PROFESSIONAL COURSES HIGH VOCATIONAL CERTIFICATE

Abstract

The purposes of this research were to 1) develop a flipped classroom lesson design model and 2) monitor and evaluate the implementation of this flipped classroom lesson design model of professional courses high vocational certificate. The research methodology employed was research and development (R & D). The sample group consists of 400 teachers under the Office of the Vocational Education Commission, selected through multi-stage sampling, and an additional sample group of 17 teachers from the institutions under the Office of the Vocational Education Commission teaching flipped classroom lesson design model of professional courses high vocational certificate, selected through purposive sampling. The research instruments included the developed flipped classroom design model, an assessment form for evaluating the appropriateness of the model, and a satisfaction questionnaire. The statistics used for data analysis included mean, standard deviation and E1/E2 training efficiency. The research findings indicated that 1) The design of the flipped classroom lesson design model of professional courses high vocational certificate consists of three main components, Part 1 Lesson Preparation, which includes 1) Course analysis 2) Project development and 3) Topic/task analysis Part 2 Learning Objectives, which includes 1) Self-directed learning and 2) Classroom learning Part 3 Flipped Classroom Instructional Plan. The overall appropriateness of as evaluated by experts, is high and 2) the developed flipped classroom lesson design model achieves an efficiency of 86.84/85.85, which meets the standard of 80/80. Additionally, the teachers are highly satisfied with the flipped classroom lesson design model of professional courses high vocational certificate.