การพัฒนารูปแบบกระบวนการเรียนรู้ด้วยการสะท้อนคิด เพื่อส่งเสริมความพร้อมของนักศึกษาก่อนออกสหกิจศึกษา

Onnipa Thaithae Pansamut; Thongchai Prommachan; Natthakorn Naknong

Authors

Onnipa Thaithae Pansamut, Ph.D. School of Education, Walailak University https://orcid.org/0009-0003-3610-1575
Thongchai Prommachan School of Education, Walailak University
Natthakorn Naknong School of Accountancy and Finance, Walailak University

Keywords:

Reflective Learning, Cooperative Education, Self-Regulation, Experiential Learning, Student Readiness

Abstract

This study aimed to: (1) develop a reflective learning process model to enhance students' readiness prior to cooperative education, and (2) analyze the dimensions of readiness as reflected in students' reflective journals. The study employed a qualitative research design. Participants were 34 undergraduate students who participated in a cooperative education preparatory activity, selected through purposive sampling. Research instruments included an activity plan based on a four-step reflective learning process model comprising (1) awareness activation, (2) collaborative learning through teamwork, (3) deep reflection, and (4) self-regulated planning; and an open-ended reflective journal. Data were analyzed using content analysis and thematic analysis.

The findings revealed that the developed model functioned as a sequential process linking self-awareness to self-regulation and professional readiness. Thematic analysis of the reflective journals yielded four major themes, ranked in descending order of frequency: (1) self-awareness (24.36%), encompassing emotional recognition, acceptance of personal limitations, and stepping beyond one's comfort zone; (2) self-regulation (20.09%), encompassing deliberate decision-making and problem-solving planning; (3) collaborative competence (17.52%), encompassing receptiveness to diverse perspectives and constructive communication; and (4) pre-cooperative education readiness (17.09%), encompassing confidence in adaptability and emotion management in real-world situations. These findings suggest that the developed model can serve as a process-oriented conceptual framework for designing pre-cooperative education readiness activities in Thai higher education contexts.

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