การพัฒนารูปแบบห้องเรียนเสมือนโดยใช้การเรียนการสอนแบบซินเนคติกส์เพื่อพัฒนาความคิดสร้างสรรค์ของนักศึกษาครู / สรัญญา เชื้อทอง = Development of a virtual classroom model using collaborative learning and synectics instruction to develop preservice teachers' creative thinking / Saranya Chuathong
This research aimed to develop a virtual classroom model using collaborative learning and synectics instruction to develop pre-service teachers’ creative thinking. There were 3 phases of this research and development: 1) to develop of a virtual classroom model using collaborative learning and synectics instruction to develop preservice teachers’ creative thinking, 2) to study the results of using the virtual classroom model using collaborative learning and synectics instruction to develop preservice teachers’ creative thinking, and 3) to propose the virtual classroom model using collaborative learning and synectics instruction to develop preservice teachers’ creative thinking. The samples consisted of 50 undergraduate students from King Mongkut’s University of Technology Thonburi (25 preservice teachers were experimental group, and 25 preservice teachers were control group). The experimental group studied with virtual classroom model and control group studied with normal classroom. The research tested 12 weeks. The statistics used in this research were frequency, percentage, mean, standard deviation, dependent t-test, independent t-test, and Pearson’s correlation coefficient. The research findings were as follows: 1. The virtual classroom model using collaborative learning and synectics instruction to develop preservice teachers consisted of 6 components: 1) Learning Management System (LMS) on virtual classroom, 2) collaboration and communication tools, 3) learning contents, media and resources, 4) roles of learners and instructors, 5) learning activities (for small group and large group,) and 6) assessment. There were 3 steps of collaboration learning: 1) pre-learning operation 2) learning operation that consisted of 3 steps 2.1) learners preparation, 2.2) learning step included large group activities; stimulation and brainstorming for motivation, notification of objectives, revision of previous knowledge, learning and presenting the lessons, voting for the project titles, guiding for learning, small group activities (setting project through voting, searching for information and brain storming, creating works, presenting among small groups , discussion – revision and voting), large group discussion (small groups present to large group) and discussion, and voting for scores. 3) assessment. 2. Preservice teachers (experimental group) who participated with the virtual classroom model using collaborative learning and synectics instruction had posttest creative thinking score higher than pretest creative thinking score significantly at .05 level. 3. Preservice teachers (control group) who participated with the normal classroom using collaborative learning and synectics instruction had posttest creative thinking score higher than pretest creative thinking score significantly at .05 level. 4. The experimental group and control group had significantly no difference of creative thinking score between posttest and pretest at .05 level. 5. The 5 experts assessed the virtual classroom model using collaborative learning and synetics instruction to develop creative thinking for preservice teachers. The specialists’ opinions were at the highest level and approved the virtual classroom model.
