The Development of Creative Productivity-based Learning on Virtual Learning Environment Model for Undergraduate Students

Abstract

This research and development aimed to 1) study problems in learning management of undergraduate students, 2) develop a learning model, and 3) study the implementation results of the learning model. The sample group in Phase 1 was 400 undergraduate students in public higher education institutions, calculated from Taro Yamane table. The sample group in Phase 2 was five specialists and nine experts. The sample group in Phase 3 was 30 students in the experimental group. The research tools were 1) an opinion survey questionnaire, 2) an interview form, 3) a learning style assessment form, 4) a creativity test, and 5) a satisfaction questionnaire. The statistical methods used in the research were mean, standard deviation, and t-test for Dependent Samples.

According to the research findings in Phase 1, The current circumstances and requirements in learning management of undergraduate students revealed the field of measurement and evaluation at a commendable level of performance. The utilization of teaching media and teaching technology, and learning management were at a moderate level of performance. Overall, all aspects were at a moderate level of performance. Phase 2, The Creative Productive Learning Model was designed for undergraduate students in a virtual learning environment and consists of three main components: the principles, objectives, and process of the learning activity model. The model process involves three stages: the pre-activity stage and the activity implementation stage. The learning format is called CPV which includes 3 learning management methods, 4 main steps, 17 techniques and sub-steps, and measurement and evaluation of learning activities. The model was overall evaluated by the specialists and experts at very appropriate level. Phase 3, the comparison of the sample group’s pre-study and post-study creativity scores showed the arithmetic means of the scores in fluent thinking, flexible thinking, initiative thinking, and elaborative thinking of the pre-study higher than post-study at the .05 level of statistical significance. The results of opinion on teaching and learning according to the learning model were at the highest level (4.58 ± 0.89).