The Development of Competency Based Blended Learning Innovative Models in Educational Administration Seminars

Abstract

This research aimed 1) to study the blended learning competency model of graduates of educational administration seminars. 2) to study the blended learning competency curriculum for graduates of educational administration seminars. 3) to study guidelines for evaluating blended learning for graduates of seminars. The data was collected by using questionnaires. The samples of the research consisted of 20 North University professor, and 100 Educational Administration Seminar students; 120 samples in the total. The data was analyzed by the statistical methods of frequency, percentage, mean and standard deviation.

The results of the research were that 1) Blended learning abilities of graduates of educational administration seminars. Consists of 5 competency dimensions, 25 competencies. 2) Blended learning competency curriculum for graduates of educational administration seminars. Consists of a curriculum and 8 learning modules. 3) Guidelines for evaluating blended learning for graduates of the Educational Administration Seminar. Consisting of formative assessment and summative assessment, the results of the analysis of suitability and feasibility of use for learning. All 3 research results were overall at a high level. The problems were In traditional learning arrangements, students cannot clearly demonstrate learning competencies and cannot measure and evaluate blended learning competencies. The suggestions were as follows: The Department of Educational Administration, North Chiang Mai University, should have instructors teaching educational administration seminars organize competency-based blended learning and have students learn according to the blended learning model.