TEACHERS’ NETWORK OF MICRO-LEARNING DEVELOPMENT FOR ELEMENTARY SCHOOL STUDENTS IN PHITSANULOK เครือข่ายครูพัฒนาไมโครเลิร์นนิ่งสำหรับนักเรียนชั้นประถมศึกษาจังหวัดพิษณุโลก
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Abstract
Micro-learning is a compact-sized media to deliver relevant content, no longer than 3-5 minutes. The objectives of this research were 1) to study the teachers’ network of micro-Learning development for elementary school students in Phitsanulok and 2) to create and examine and study the results of using the teachers’ network of micro-Learning development for elementary school students in Phitsanulok. The research was divided into 3 phases: the first phase was to examine the needs and requirements for micro-learning development. The sample were 450 teachers in primary school level at Phitsanulok. The research instrument was a rating scale. The data were analyzed by averages, standard deviation, and PNImodified Index. The second phase was to build and validate a network of micro-learning development teachers. The sample was 5 experts. The research instrument was a teacher network quality evaluation form. The data were analyzed by inductive method, mean, and standard deviation. The third phase was to study the results of using the teacher network. The sample was 30 teachers in primary school level at Phitsanulok Province. The research instrument was an authentic test of micro-learning development skills. The data were analyzed by averages, standard deviation, and t test. The research results revealed that:
1. The teachers had a need for micro-learning development. In descending order: 1) content management skills, 2) platform management skills, and 3) media management skills, the PNImodified indexes were 0.743, 0.694 and 0.674, respectively.
2. the teachers’ network of micro-Learning development for elementary school students in Phitsanulok consisted of 6 components: 1) concept, 2) goals, 3) members, 4) network development process, (5) support follow-up, and (6) evaluation. The quality of the micro-learning teacher development network had the correct principles, appropriate contexts, useful benefits, and possible application at a very high level.
3. The teacher's micro-learning development skills after development were 23.27, which was significantly higher than the 80 percent threshold at the .001 level, and the effect size of 1.60 was very high.
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