Quality Standards 5.2 Learning Management and Learning Support Resources

Quality Standards 5.2  Learning Management and Learning Support Resources

Quality Standards 5.2              Learning Management and Learning 

                                                        Support Resources

Quality Standards Type           Process

Quality Standards Description:

     The curriculum must place importance on establishing an instructional system for each course, taking into account the knowledge, abilities, and expertise of instructors in each subject that they are assigned to teach. The knowledge imparted by instructors must be up-to-date, and students must gain experience and develop capabilities by studying with truly knowledgeable individuals. For graduate programs, the important issue is identification of thesis/independent study topics. The appointment of suitable thesis/independent study advisors in view of topics and student characteristics. Students should have opportunities to develop their full potential. Thesis and independent study advisors must be able to provide guidance, starting with the process of developing the topic, and throughout the time that it is being written, defended, and the research results are disseminated until graduation.

     The process of 21st century learning and teaching must emphasize development of students who are knowledgeable in harmony with the structure of the curriculum, the Thai Qualifications Framework, moral and ethical values, and 21st century learning skills. Of special interest are self-directed learning skills, language skills (Thai and international languages), participatory work skills, ability to use technology, ability to care for one’s health, etc. Modern learning and teaching must use technological media that allow students to learn at any time and place. The duty of instructors is to facilitate and support the learning process. For graduate programs, teaching techniques will stress on research-based learning, problem-based learning, and so on.

     Many kinds of readiness to support learning are needed: for example, physical facilities, such as classrooms, laboratories, student resting area, etc; availability of equipment, technology, and facilities or resources that facilitate learning, such as teaching equipment, library, books, textbooks, publications, journals, databases, learning resources, electronic media, etc. Learning support facilities must be adequate in number, of good quality, ready for use, and up-to-date. Operational improvements are appraised based on student and instructor satisfaction assessment results.

     When reporting operations for this indicator, describe processes or show operational results covering at least the following issues:

              5.2.1 Instructor teaching assignments , and monitoring and inspecting learning plans (TQF 3 and TQF 4)

              5.2.2 Multiple Learning Styles suit to Innovation and Digital Age Technology

              5.2.3 Learning Management Integrated Studying and Institutions of Higher Education Missions

              5.2.4 Adequate and suitable learning resources improvement

              5.2.5 Supervising , monitoring graduate program thesis and article publishing

Assessment Criteria

0 – No system
– No mechanism
– No concept of overseeing, tracking, and improving
– No information or evidence
1 – A system and mechanisms are in place
– System and mechanisms are not put into practice, implemented
2 – A system and mechanisms are in place
– The system and mechanisms are put into practice, implemented
– The process is assessed
– There are no improvement/developments integrated into the process
3 – A system and mechanisms are in place
– The system and mechanisms are put into practice, implemented
– The process is assessed
– There are improvement/developments integrated into the process from assessment results
4 – A system and mechanisms are in place
– The system and mechanisms are put into practice, implemented
– The process is assessed
– There are improvement/developments integrated into the process from assessment results
– There are concrete results from the improvements that can be clearly seen
5 – A system and mechanisms are in place
– The system and mechanisms are put into practice, implemented
– The process is assessed
– There are improvement/developments integrated into the process from assessment results
– There are concrete results from the improvements that can be clearly seen
– There are good practice with support evidence, assessment committee can clearly explain why these are good practice

Operation Result

5.2.1 Instructor teaching assignments , and monitoring and inspecting learning plans (TQF 3 and TQF 4)

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5.2 Learning Management and Learning Support    Resources      

               5.2.1 Instructor teaching assignments , and monitoring and inspecting learning plans (TQF 3 and TQF 4)

5.2.1 Assign Instructors to subjects

  1. The curriculum or program sets up the meeting to assign instructors in subjects that are offered in the next academic year prior to the beginning of the first semester with consideration of students benefits.  Instructor expertise , qualifications , and evaluation results from students who were in previously taught courses in the previous academic year with average score of at least 3.51 out of 5 marks will be considered.
  2. The curriculum or program proposess the teaching workload of instructors to the faculty according to the minimum teaching workload criteria.
  3. The curriculum or program requires instructor to submit every  assigned subject course syllabus  (TQF 3 or TQF4) before the semester begins. Those syllabus should include  a variety of learning content suitable for innovation and digital technology and  learning activities that integrate  with research and other missions of higher education.
  4. The curriculum or program approve or give some recommendations to improve the subject content.
  5. The instructor records allinformation of subject in the College’s information technology system.
  6. The instructor performs the teaching according to the subject course syllabus and carry out academic integration activities with research and other missions of higher education..
  7. The instructor reports the teaching performance and evaluates the teaching.
  8. The instructor writes a report of assigned taught subjects in the form of TQF 5 or TQF6.
  9. The instructor is evaluated his/her teaching performance from students in his/her taught subjects at the end of semester.
  10. The curriculum or program evaluates assign instructors to subjectssystem and brings recommendations to improve in the next academic year.

 Implementation of the plan to  assign  teams in teaching the major courses.

 Improvement

          In AY 2020, Team Teaching  was also a technique that was implemented in the major courses  in the teaching -learning process with the goal to improve the process of instruction.

Assessment and Outcome

          This was noted to be an effective change  because two instructors of   different specific field in science ( Physical and Biological science) helped in facilitating the teaching –learning process. This has a positive effect on the student learning outcomes  .  ( evidence of team teaching load  and response of students)

Supervision, Monitoring and Inspecting  Preparation Plans ( TQF3 and TQF4) Learning /Teaching Management

           Instructors are required to submit TQF3 and TQF 5 for every course they teach.  The deadline of submission of TQF3 is one week before the classes start and TQF 5  is one month after the end of the semester   The dean and vice president for academic affairs conduct regular classroom observation to ensure the plans are implemented as per plan in TQF 3 and TQF 4. A post conference with the lecturer is undergone to discuss  on weakness and corresponding  improvements to be done and emphasize on the strengths to be enhanced further in the teaching /learning process.

Assessment Process

  Peer review of the TQF 3 and TQF 5 is done before the cross review will be done by the academic affairs office.  If there is a need to revise the TQF is returned to the lecturer. 

Furthermore, summative assessment tools , the midterm and the final examination, are reviewed by a group of peer reviewers if the coverage and learning outcomes were outlined in the TQF 3.

Improvement

This AY 2020, the lecturers in the Faculty of Education together with the Dean planned to include the table of specifications (TOS) in the Midterm and Final Examination to ensure that the learning outcomes are assessing more the upper level of  learning.  There was also a requirement to link it in the Assessment portion of the TQF 3 ( Evidence :  Test blueprint  and memo of the dean)

          This process had increased the quality of the questions of Midterm and Final  examinations.   

              5.2.2 Multiple Learning Styles suit to Innovation and Digital Age Technology

5.2.2 Multiple Learning Styles suit to Innovation and Digital Age Technology

Instructors in the program utilize various learning management styles suitable for learning in the digital era. In general, instructors employ the democratic or coaching management style. The process is as follows:

  • Facilitating : The instructor explains the task to be done, the project, presentation or reports to be accomplished for the course. Also the instructor informs the students of the expectations or deadlines that needs to be accomplished.
  • Engaging: The instructor allows for the students to explore relevant technology to gather data or information needed to accomplish their projects/presentations/ reports.
  • Empowering: Students are provided real-world opportunities to use newly acquired skills.

 Improvement

During the AY 2010, the BEd.-Science students were exposed to the use of the google classroom as a platform for assigning activities and  same facility for submission of assignments.  This had exposed them to teaching in the digital age. It was noted that some students did not have the experience for such a facility. Their response was positive which actually prepared them for the teaching online.   

E-BOOKS were added to the references for easy access to students and released to the students through the  a chosen LMS.  ( moodle or googeclassroom)   These e books made learning and researching  easier  for the students because  they can click and read.   Videos can be put in the google classroom where the student can watch the video  even repeatedly 

Assessment . Some students cannot submit assignments online due to the lack of internet connections and gadgets such as cellular phones do not interface with the program . To solve this problem , students are allowed to write their work and take a photograph and submit. Others borrow the chrome book from the IT department to have an experience in using the facility.   This exposure had gave them the confidence to experience the online teaching this summer and this first term.

5.2.2 Multiple Learning Styles suit to Innovation and Digital Age Technology

Instructors in the program utilize various learning management styles suitable for learning in the digital era. In general, instructors employ the democratic or coaching management style. The process is as follows:

  • Facilitating : The instructor explains the task to be done, the project, presentation or reports to be accomplished for the course. Also the instructor informs the students of the expectations or deadlines that needs to be accomplished.
  • Engaging: The instructor allows for the students to explore relevant technology to gather data or information needed to accomplish their projects/presentations/ reports.
  • Empowering: Students are provided real-world opportunities to use newly acquired skills.

 Improvement

During the AY 2020, the BEd.-Science students were exposed to the use of the google classroom as a platform for assigning activities and  same facility for submission of assignments.  This had exposed them to teaching in the digital age. It was noted that some students did not have the experience for such a facility. Their response was positive which actually prepared them for the teaching online.    They  students on practicum also prepared their own google classroom.

E-BOOKS were added to the references for easy access to students and released to the students through the  a chosen LMS.  ( moodle or googeclassroom)   These e books made learning and researching  easier  for the students because  they can click and read.   Videos can be put in the google classroom where the student can watch the video  even repeatedly 

Assessment . Some students cannot submit assignments online due to the lack of internet connections and gadgets such as cellular phones do not interface with the program . To solve this problem , students are allowed to write their work and take a photograph and submit. Others borrow the chrome book from the IT department to have an experience in using the facility.   This exposure had gave them the confidence to experience the online teaching this summer and this first term.

.

 

5.2.3 Learning Management Integrated Studying and Institutions of Higher Education Missions

…….

5.2.3 Various Learning Management Integrated Studying and Institutions of Higher Education Missions.

System and mechanism

The program joins other departments (Student Assistant Office (SAO), Research Department, etc.) and other programs in the Faculty of Education (Mathematics and Science) in a cross-campus collaboration in establishing and organizing activities that reflects the Thai Higher Education missions. The Program Head meets with the respective committees responsible for organizing activities within each department/program. Details of the activities are relayed back to the B.Ed. Science students who in turn coordinate with students from other departments for further preparations and planning needed.

Implementation

For AY2019, the SAO was able to organize and conduct several  activities in collaboration with other departments and faculties within the college. The success of the activities is a result of the unwavering support of the administration and strong collaborative spirit.

Assessment Process

Using the SAO Activity Evaluation Form, students are carefully guided to evaluate each activity. The form includes three major sections which are: general profile of the students, level of satisfaction, and general comments/suggestions that reflect their personal experiences during the event. The forms are handed out to the students and retrieved within a week after conducting the activity. Respective organizers tally the responses and prepare the necessary report for the activity.

Improvements/Developments

The program organized and participated in activities that integrated research, academic service and art and culture preservation in the teaching-learning process in AY 2019-2020:

  • The traditional Thai New Year became a significant part of the Intensive English Program (IEP) 2019 as incoming first year students celebrate the Songkran Festival 2019 with Thai cultural performances, selection of the STIC Queen of Songkran 2019, sand chedi building contest, and water splashing ceremony.
  •  Education -Math and Science  had celebrated the Mathematics and Science Day  -August 19,2019
  • The second year B.ED. Science students  joined the Etiquette   Seminar 2019
  • An Excursion to the Space Inspirium Museum 2019andKohKham Under the Sea Park ( December 2019) 
  • ED. students taking Biology (153 111-2), Inorganic Chemistry (153 125-6), General Physics (153 131), and Modern Physics (153 135) courses organized the Science Camp 2019 held at Teewaka Village on September 29, 2019. The event showcased varied activities for children which reflects the different scientific knowledge learned by the students in class.

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5.2.4 Adequate and suitable learning resources improvement

……..

5.2.4 Adequate and suitable learning resources improvement

5.2.4 learning support resources management

  1. The curriculum or program with the participation of all instructors explore the needs for learning support resources prior to the beginning of semester..
  2. The curriculum or program attends the Faculty / College meeting to consider sufficiency of learning support resources and plan for providing learning support resources.
  3. The curriculum or program cooperates with college offices for the preparation of learning support resources before the beginning of the semester.
  4. In the case of procurement, the budget must be coordinated with the relevant department and to procure budgets and to make purchasing.
  5. The curriculum or program with the faculty meeting at the end of the academic year assesses learning support resources.
  6. The curriculum or program in collaboration with the faculty submits suggestions for improvement and development of learning support resources to the College.

The program follows a systematic and organized mechanism to ensure adequate learning resources is available to all lecturers all the time. The system is as follows:

  • Each lecturer in the program is responsible in conducting facility/equipment audit required for every course they teach every semester.
  • Where laboratory tools/instruments, chemicals, specimens, teaching media are out-of-date, expired, insufficient, or unavailable, the lecturer make a report to the Program Head.
  • The Program Head drafts a purchase request and submit to the Dean of Education for approval.
  • The purchase request is then forwarded to the appropriate committee for purchase.
  • Once the equipment is in use, teachers and students accomplish a satisfaction survey that reflects their opinion about it.

Implementation

The system and mechanism were put into practice. Currently the B. Ed. Science program is equipped with the following teaching facilities:

  • Biology, chemistry, and physics laboratory to enhance students’ experiences in understanding scientific concepts and theories and developing their scientific reasoning.
  • Computer Laboratory which is equipped with high end desktops 
  • The 21st Century Classroom which is equipped with an interactive whiteboard;
  • STIC Moodle System which allows for online learning and teaching 
  • STIC Management Information System (MIS) to facilitate recording of attendance and grades of students.

For AY 2019-2020 , the three manuals (Chemistry Laboratory Manual, Bio-diversity and Conservation Manual, and General Physics Laboratory Manual) developed by program lecturers were in use and currently in the process of revision to suit better the students .

Improvement and Development

Video cables that can connect a computer to a connector or display in every classroom were upgraded from VGA cables to HDMI cables. This was a result of several discomfort experienced by lecturers who are unable to connect their laptops with VGA connectors. 

For AY2019, most of the requests made by the lecturers were on supplies for laboratory experiments. As there are a few students in the program, ordering chemicals and materials are often done with minimal purchase to avoid long term storage and wasting of unusable materials. This is also to ensure safety in the science laboratories.  

Regular assessment is conducted to ensure that students and lecturers are contented with the facilities, equipment, and services to support teaching and learning in the college.

Results

With the new sound laboratory, students and teachers seminar/workshop that requires the use of computers became efficient and easy to manage as the IT can already prepare the equipment prior to the start of the activity.

Also, smartphone or wi-fi problems in taking the TOEIC practice tests were resolved as students can already use the Sound Lab and chromebooks for the TOEIC Practice.

The number of laboratory apparatus and equipment are adequate for the students currently enrolled in the program. In cases where there is a need to acquire new instructional material or learning equipment, each course lecturer writes a letter of request addressed to the Dean of Education for approval. Where the equipment is costly, a committee is task to review the request. Where the need for the equipment is evident, allocation for funding is made and the process of procurement is initiated.  The dean assigned one program instructor whose expertise is in Chemistry to assess the condition of the laboratory.

 

Assessment Process

For four  consecutive years, the students and lecturers alike have increasingly evaluated learning support. This goes to show that the college is quite successful in improving its learning resources and such achievement should be carried on to the years ahead.

Student Satisfaction

 

Academic Year

Satisfaction Rate

2016

4.32

2017

4.40

2018

4.42

 

Academic Year

Satisfaction Rate

2016

4.12

2017

4.20

2018

2019

2020

4.30

4.32

4.38

5.2.5 Supervising , monitoring graduate program thesis and article publishing

……..

Evidence

5.2.1.1System and Mechanism
5.2.2.1 Satisfaction Rate https://drive.google.com/file/d/1ndmw2ZireQmQPa1uevI8_bUV_m09VYj0/view?usp=sharing
Self-AssessmentScore
5.24

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