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)

Process

        The faculty has mechanics specified that lecturers must submit TQF 3 and TQF 4 before the opening of the academic year (7 Days before class commences). The following steps were followed:

  1. The instructors attend the meeting on TQF writing. At the end of each semester, there will be teaching evaluation. The scores will be analyzed based on the teaching quality.
  2. The responsible program committees organize to have teachers arrange and accomplish their TQF 3 and TQF 5 reports.
  3. Monitoring of the progress of the TQF 3 and TQF 5 reports were done through the use of the Management Information System (MIS) of the college.
  4. Teaching evaluation is also arranged and analyzed in order to maintain the standards and the quality in teaching through students’ perspectives. Improvement on how to teach the subject and the TQF are also stated for the next teaching assignments.
  5. There was checking or monitoring whether the improvement stated in the TQF is incorporated for the next semester.

Assessment of the Process

        In the process of supervising the progress of TQF 3 and TQF 5 and based on the feedback from the review committee, it was found out that there were some instructors who found it difficult to align the learning outcomes of the course with the specific behavioral objectives in the TQF 3 while lacking details were observed in TQF 5.

Process improvement

     The program director reported the problem to the Dean. Then, the Dean suggested and recommended to the Office of the Vice-President for Academic Affairs, to conduct a series of training for this purpose. Thus, a Seminar-Workshop on TQF 3 and TQF 5 writing was conducted. 

There was also a verification of the content, learning outcomes, and assessment of each course. Checking the completeness of the Google Classroom was also done.

    This intervention contributed meaningfully and effectively to the satisfaction rating of instructors for the said program.

Results

The instructors were able to improve the quality of their TQF 3 and TQF 5 (teaching and learning plan) as well as completeness of the Google Classroom and timeliness of accomplishment.

              5.2.2 Multiple Learning Styles suit to Innovation and Digital Age Technology

System and Mechanism

  1. Instructors were required to submit TQF 3 at least 7 days before the start of the classes.
  2. The Dean and Program Head will review the teaching and assessment plan in accordance to the desired learning outcomes.
  3. Modern and innovative teaching and learning approaches that can lead students to innovate and invent using the digital must reflect in their teaching plans.
  4. After review of the teaching plan, the reviewer will approve if the instructor reached the desired standard while it will be returned to the concerned instructor if not complied satisfactorily.
  5. The Dean and program director will observe classes whether the instructors were teaching based from the plan.

       Assessment of the process

        Based from the results of the classroom observation, it was found out that there were some lecturers who still used the traditional approaches in teaching. However, there were a few who used Google Classroom to upload resource materials and references for the courses they are teaching and led them to a variety of worksheets and online activities.

       Process improvement

        With the initiative of the Dean and Program Director, there was a conduct of mini-workshop on sharing best practices in teaching. Teachers shared their knowledge and skills in integrating ICT in teaching and in providing varied learning activities that would lead to innovative products.

        Teachers utilized various digital platforms such as Google Classroom, Google Sites, Kahoot application, etc. for enrichment of learning activities.

        Students were also exposed to practical application of theories learned in the classroom. They created their own learning centers that showcased what they have learned in Curriculum and Learning Management and Educational Innovation and Information Technology courses.

Education Day, Virtual Expos, and Online Professional Development Seminars were also conducted to address the needs and challenges of the 

       Outcome:

        The teachers were able to improve their quality of teaching and made their learners’ assessment and feedback mechanism more organized and interactive. They were able to use Google Classroom for giving online feedback to students’ outputs and teaching videos, marking assignments and projects, assigning individual projects, and uploading a variety of learning resource materials that would lead to teaching innovation and digital age technology. There was 100% achievement/passing rate.

5.2.3 Learning Management Integrated Studying and Institutions of Higher Education Missions

Intensified Curriculum and Instructional Supervision Practices

       Process

  1. The program instructors review TQF 3 and TQF 4 to check that each instructor teaches in accordance with the teaching plan.
  2. The faculty supervises the teaching and learning process.
  3. The program administrators directed the instructors to develop their teaching assessment plan which classifies teaching-learning activities in accordance with 21st century learning management skills and teacher professional standards.
  4. Review of the activities was also done as basis for crafting a plan for the next year.
  5. Students are required to evaluate each course at the end of the semester.
  6. Within 30 days after the end of the semester, the instructor must submit TQF 5 or TQF 6 to the program director.

       Assessment of the process

        The Evaluation on Instructor Teaching Assignment showed that some of the instructors submitted the TQF 3 and TQF 5 on time but with some minor revisions. The evaluation on teaching performance showed that each instructor got over 3.57 out of 5.

       Process improvement

Revitalizing the Monitoring and Evaluation Process

        The program executed the steps in the monitoring and evaluation process on instructional supervision which are as follows:

  1. The faculty dean and program director crafted the instructional supervision plan or classroom teaching observations/ visits.
  2. The dean utilized a supervisory tool such as peer assessment form or classroom observation evaluation sheet for instructors in order to accomplish the instructional supervision task.
  3. There was monitoring of the performance progress after observing the instructor and gave some technical assistance to concerned instructors.
  4. An evaluation of teaching quality has been done by the students towards the end of the semester.
  5. Through this, instructors’ teaching performance improvement was realized.

       Outcome:

       Integrate Research, Academic Service to Society, and Preservation of Arts and Culture

        Integrated the mission of providing academic service to society with their Practicum course through the community service project done by the Graduate Diploma students wherein they teach English in their respective local communities.

-Integrated research across all courses wherein students were required to submit their research output.

-Integrated the mission of preserving arts and culture with the Language and Culture course through the Graduate Diploma students’ participation in the Wai Khru Ceremony and Self-Actualization Day of the Faculty of Education.

-The Education Expo activity was integrated into the courses, “Self-Actualization for Teachers” , “Curriculum and Learning Management”, and Research for Learning Development courses. Students created their innovative electronic teaching portfolios and presented their research papers.

-In the Language and Culture for Teachers course, there was an integration of the Sufficiency Economy Philosophy (SEP) through students’ implementation of these projects in their respective schools.

-The implementation of the 1st Research Forum project was integrated into the course, Research for Learning Development.

5.2.4 Adequate and suitable learning resources improvement

System and Mechanism

       Learning Resources Management and Development

        The following steps were done by program administrators and instructors in providing learning resources to students:

  1. The program director coordinated with the physical facilities coordinator, librarian, IT officer, and other responsible college staff about the inventory of available and functional learning resources.
  2. The program director arranged for a consultative planning session in order to determine the needed learning resources and materials for the program.
  3. The dean, program director and program instructors convened in the meeting to identify the lacking resources for request to the management.
  4. The faculty dean prepared the memorandum and/or request letter and sent to the vice-president for administration and president for approval.
  5. Upon the arrival of the requested resources/materials, the program director, with the authorized personnel, checked and verified the list of purchased items before submitting to the physical facilities officer for records keeping.
  6. Information dissemination about the updates regarding new available learning resources was done.
  7. Orientation for instructors and teachers was also conducted.

       Assessment of the Process

       After each semester, the program surveys the student satisfaction and checks for students’ complaints. For the previous year, there were some students who complained about the lack of feedback on their works or assignments. They also suggested that teachers must utilize an online platform to upload all the learning resources and materials. However, there was a meeting conducted by the dean and sent the request letter to the management which made them aware of the students’ complaints and addressed immediately the said issues.

       Process improvement

       Monitoring and evaluation was integrated into the process which facilitated the improvement of the learning support services. Online Classroom via Google Classroom was established for students’ concerns and queries about their studies as well as to make the learning materials readily available and accessible to students.

        Learning resource mobilization was strengthened. This had been done by implementing more creative and effective strategies through collaborative planning and consultation with internal and external stakeholders.

Best Practice:

  • Use of Google Classroom/Google Forms in sending/receiving survey feedbacks from students and teachers

Number of learning support items that are adequate and suitable for managing learning and teaching

The Graduate Diploma in Teaching Profession Program has a modern teaching and learning facilities which are adequate in number, of good quality, ready for use and up-to-date

  • College Library and Academic / Learning Resource Centre which is equipped with the following resources:

      – Textbooks

      – Publications

      – Journals

      – Electronic Media

      – Individual and Group Study Rooms

      – Advising/Counseling Room

  • Teaching Laboratory which is equipped with modern educational media such as Smart Board, Videos, etc.
  • Curriculum Laboratory which is equipped with books and other learning resources.
  • Computer Laboratory which is equipped with desktop computers for students’ use such as doing researches and other course projects.
  • Moodle Online System: STIC’s Learning Portal where teachers can upload their lecture notes, worksheets, quizzes, etc. The students can check various available resources, take examinations and quizzes, and interact with the lecturers.
  • Research Database where students and instructors utilize for the references of their research works and other academic tasks.
  • MOU with Srinakharinwirot University (International Online Research Database)

       Results:

        The results of satisfaction surveys on learning supports from students are described as increasing trends because the students’ complaints on learning support services were addressed and taken action seriously and immediately by the management and the program administrators. The increasing trends of operational outcomes for the last three years are shown as follows:

Academic Year

Students’ Satisfaction

Instructors’ Satisfaction

2018

4.64

4.57

2019

4.66

4.58

2020

4.67

4.60

        The program instructors reported the results of satisfaction surveys on learning supports to the dean of the faculty for further management and improvement to ensure high quality management and development of learning support services.

       Plan for improvement

        The program administrators and instructors should collaborate in order to formulate a long-term learning resource mobilization plan for the improvement of the learning resource management systems/operations of the program, faculty and entire institution for the coming years.

5.2.5 Supervising , monitoring graduate program thesis and article publishing

Not applicable

Evidence

5.2.1.1System and Mechanism
5.2.1.2MIS (TQF 3 AND TQF 5)
5.2.1.3Evaluation Tool for Google
Classroom
5.2.2.1System and Mechanism
5.2.2.2Digital Platforms:
Google Classroom
Google Sites
Moodle/LMS
5.2.3.1Community Project (Academic
Service to the Society)
5.2.3.2Research Output (Oral and Poster
Presentations)
5.2.3.3Education Day
Virtual Expo, and
Professional Development (PD) Day
5.2.3.4Implementation/Application of SEP in Schools
5.2.3.5Research Forum Project
5.2.4.1Google Classroom
5.2.4.2Test Blueprint/Evaluation Blueprint
Self-AssessmentScore
5.25.00

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