Development of An Instructional Model Based on Connectivism Theory to Enhance Information Literacy

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พัฒณ์นรี พงศ์ประยูร นิรุต ถึงนาค ชมพูนุท เมฆเมืองทอง

Abstract

The purpose of this research was 1) study the problems and needs about instruction activities of learning management of the instructional model based on Connectivism theory to enhance information literacy 2)  develop the instructional model based on Connectivism theory to enhance information literacy  3) study the results from implementation of 5S model. The sample group in this study was 168 teachers, which was selected specifically. The research instruments used in the study were the draft of the instructional model based on Connectivism theory, the evaluation form of the instructional model based on Connectivism theory, and the evaluation form of online-classroom design for the instructional model based on Connectivism theory. The data obtained were analyzed by using mean and standard deviation. The findings of the research were as followed: 1) The current situation of teachers’s overall learning management of the instructional model based on Connectivism theory to enhance information literacy, was at the moderate level ( =3.01,S.D.=0.77) ,Teachers’ overall need for learning management of the instructional model based on Connectivism theory to enhance information literacy  was at the high level ( =4.44,S.D.=0.79) . 2) The instructional model based on Connectivism theory to enhance information literacy consisted of five instructional steps (5S Model) : (1) Start – to identify the issue to look for the answer, (2) Search– to survey and search, (3) Self-Assessment – to evaluate information, (4) Show – to exchange the evaluated findings, (5) Share – to decide on choosing information and to conclude. 3) Evaluated the instructional model in the areas of elements, the instructional steps and online-classroom design. They agreed that the elements of 5S model that was designed were suitable at the highest level ( =4.92, S.D.=0.09) , that the steps of 5S model  was suitable at the highest level ( =4.91, S.D.=0.15)

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References

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