THE DEVELOPMENT OF A LEARNING MANAGEMENT MODEL INTEGRATING FLIPPED CLASSROOM AND RESOURCE-BASED LEARNING TO ENHANCE SELF-DIRECTED LEARNING AMONG PRE-SERVICE ELEMENTARY TEACHERS

Abstract

The objectives of this study were to analyse fundamental information and to develop a learning management model model integrating the flipped classroom and resource-based learning to enhance self-directed learning among pre-service elementary teachers. The participants were 205 pre-service elementary teachers from partner Rajabhat Universities in the southern region of Thailand. The research instruments consisted of a questionnaire on students’ behaviours regarding flipped classroom practices, utilisation of learning resources, and self-directed learning, which served as the foundation for model development, and an evaluation form to assess the quality of the proposed learning management model. Data were analysed using mean () and standard deviation (S.D.). The findings revealed that: 1) The analysis of student teachers’ behaviours in relation to flipped classroom practices, utilisation of learning resources, and self-directed learning indicated a low level of practice overall ( = 2.16, S.D. = 0.41); and 2) The developed learning management model integrating the flipped classroom and resource-based learning to enhance self-directed learning was evaluated as highly appropriate ( = 4.42, S.D. = 0.40). The model consists of four main components: 1) Principles of the learning management model, 2) Objectives of the learning management model, 3) Learning management procedures, and 4) Assessment and evaluation of the learning management model.