Lab Rotation Blendeed Learning Model in Promoting Computational and Critical Thinking: An Assessment of Multiple Stakeholder Needs (75844)

Session Information: Educational Research, Development & Publishing
Session Chair: Joan Alejo

Thursday, 23 November 2023 16:15
Session: Session 5
Room: Room 608
Presentation Type: Oral Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

Understanding the needs are one of the learning success determinants that can assist in an efficient and targeted learning process. The more parties who participate resulted the more comprehensive understanding of it. We aim to identify multiparty needs for the lab rotation model in terms of fostering computational and critical thinking skills. Participants were 49 students, 3 graduates, 3 statistics instructors, and 1 management representative from Universitas Bosowa. Data was gathered through interviews on the use of blended learning at each station of rotation model. While the questionnaire was geared for students. We noticed that: (1) statistics learning strategy emphasizes teacher-centered and face-to-face learning. (2) incorporating a range of activities is critical since it keeps students interested, greater than single activities, and less stressful. (3) computational thinking could be improved by using step-by-step instruction, creating connections between each material component, and using a flowchart or mind mapping to provide key questions. Meanwhile, the critical thinking could be improved by conducting spontaneous exams, asking student involvement, and rewarding them. While descriptive analysis revealed that students tend to agree, 92% (45) that the lab rotation model activity should be employed, while 4% (2) disagreed. Student expected that needing more learning activities and rewarding. It means that learning activities using the lab rotation model meet the participants needs, which consists of initial learning station (ILS), traditional learning station (TLS), individual practice station (IPS), group learning station (GLS), and final learning station (FLS). In response, the learning process can employ the lab rotation model.

Authors:
Syahrul Alim, King Mongkuts' Institute of Technology, Thailand
Sirirat Petsangsri, King Mongkut's Institute of Technology, Thailand
John Morris, King Mongkut's Institute of Technology, Thailand


About the Presenter(s)
Mr Syahrul Alim is a University Doctoral Student at King Mongkuts' Institute of Technology (KMITL) Ladkrabang in Thailand

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00