DEVELOPMENT OF A BLENDED LEARNING MODEL THROUGH THE THAI MOOC PLATFORM INTEGRATING PROJECT-BASED LEARNING AND SELF-DIRECTED LEARNING TO ENHANCE UNDERGRADUATE STUDENTS’ ANALYTICAL THINKING AND PROBLEM-SOLVING SKILLS

Abstract

This research aimed to 1) Study the current situation and guidelines for online instructional, 2) Development a blended learning model, and 3) Investigate the effects of implementing the developed instructional model. The target group consisted of 12 instructors and 12 students from College of Dramatic Arts, Bunditpatanasilpa Institute, selected through purposive sampling based on specified criteria, and 32 third-year undergraduate students from Phatthalung College of Dramatic Arts, selected through purposive sampling. The research instruments comprised structured interview forms for instructors and students, the instructional model, lesson plans, achievement tests, project assessment forms, and skills assessment forms. Data were analyzed using mean, percentage, standard deviation, and content analysis. The findings revealed the following: 1) The conditions and appropriate approach to organizing online instruction should emphasize learner participation, the use of technology, instructional formats, and assessment. The instructional design should integrate both online and conventional classroom formats, with instructors providing guidance and support to learners, offering recommendations, and structuring steps that gradually enable learners to work independently. 2) The developed blended learning model employed Project-Based Learning served as the core instructional approach, consisting of five stages: problem identification, problem study and scope definition, planning, implementation, and conclusion and dissemination. Self-Directed Learning was integrated throughout every stage of the learning process, comprising five components: providing learning opportunities, setting learning goals, planning learning activities, seeking learning resources, and evaluating learning outcomes. The overall appropriateness of the instructional model was rated at a high level ( = 4.71, S.D. = 0.50). and 3) The results of implementing the instructional model that comparison of the pretest and posttest scores using a dependent-samples t-test revealed that the posttest scores were significantly higher than the pretest scores at the .05 significance level (t = 21.48, p < .001).