Teachers Skills Development in Organizing Blended Learning Activities Nakhon Khon Kaen School, the Office Khon Kaen Secondary Education Service Area

Abstract

This research aimed to: 1) develop teachers at Nakhon Khon Kaen School to enhance their knowledge and understanding of organizing blended learning activities; 2) improve their ability to design and implement blended learning activities; and 3) examine their satisfaction with the skill development and its application in teaching and learning. The study employed an action research approach based on the concept of Stephen Kemmis and Robin McTaggart, conducted in two cycles. Each cycle consisted of four stages: planning, action, observation, and reflection. The key informants were eight volunteer teachers from Nakhon Khon Kaen School. The research instruments included interview forms, tests, observation forms, meeting records, and skill assessment forms. The development strategies comprised self-directed learning, workshops, and internal supervision. Data were analyzed using descriptive analysis.
The results revealed that:
1. Teachers’ knowledge and understanding of blended learning activities significantly improved compared to the pre-development stage. In the first cycle, their knowledge was at a high level, although some limitations in application were observed. In the second cycle, all teachers were able to accurately explain the concepts and procedures of blended learning.
2. Teachers’ ability to design and implement blended learning activities improved. In the first cycle, teachers were able to design activities appropriately at an overall level. In the second cycle, which emphasized internal supervision, all teachers were able to design and implement activities comprehensively, appropriately, and effectively in actual classroom practice.
3. Teachers reported a high level of satisfaction with the skill development process, particularly regarding the development activities and internal supervision, which enhanced their confidence in applying the knowledge in teaching. In conclusion, the integration of self-directed learning, workshops, and internal supervision effectively enhanced teachers’ knowledge, abilities, and satisfaction in organizing blended learning activities.