A STUDY OF INSTRUCTIONAL MANAGEMENT GUIDELINES FOR THE “COLLABORATIVE LEARNING FOR SOCIETY CREATION” COURSE IN THE GENERAL EDUCATION PROGRAM AT THE UNIVERSITY OF PHAYAO
DOI:
https://doi.org/10.64186/jsp2325Keywords:
Instructional Management Guidelines , Collaborative Learning for Society Creation Course, General EducationAbstract
This research aimed to 1) study the current situation and needs in instructional management for the course Collaborative Learning for Society Creation in the General Education Program at the University of Phayao, and 2) propose instructional management guidelines for the course. The study employed a qualitative research approach. The target group consisted of 570 second-year undergraduate students (Student ID Batch 66) who enrolled in the course Collaborative Learning for Society Creation in the first semester of the 2024 academic year. The participants were selected through purposive sampling. The research instrument was an open-ended questionnaire, and the data were analyzed using content analysis.
The findings revealed two main results corresponding to the research objectives.
- Regarding the current situation and needs, five key aspects were identified: (1) learning activity organization, (2) course clarity, (3) workload-related concerns, (4) community field engagement, and (5) student participation.
- Concerning the proposed instructional management guidelines, five approaches were highlighted: (1) outcome-based education (OBE), (2) integration of experiential learning, (3) strengthening the instructor’s role as a learning facilitator, (4) holistic assessment, and (5) flexible learning design.
These results suggest that enhancing instructional management through experiential and outcome-based learning, supported by flexible assessment and facilitation, can effectively promote student engagement and community-based learning in general education courses.
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