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:
- 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.
- The responsible program committees organize to have teachers arrange and accomplish their TQF 3 and TQF 5 reports.
- 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.
- 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.
- 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.
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. Feedback report was also utilized to monitor the progress of TQF 3 and TQF 5.
5.2.2 Multiple Learning Styles suit to Innovation and Digital Age Technology
Process improvement
With the initiative of the Dean and Program Director, there was a conduct of a 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 wrote research papers and case studies as well as presented mini-lectures and simulation activities to showcase what they have learned in each course.
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
Process
- The program instructors review TQF 3 and TQF 4 to check that each instructor teaches in accordance with the teaching plan and integrate the missions of Higher Education Institutions (HEIs).
- The faculty supervises the teaching and learning process.
- 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.
- Review of the activities was also done as a basis for crafting a plan for the next year.
- Students are required to evaluate each course at the end of the semester.
- 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 3.51 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:
- The faculty dean and program director crafted the instructional supervision plan or classroom teaching observations/ visits.
- 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.
- There was monitoring of the performance progress after observing the instructor and gave some technical assistance to concerned instructors.
- An evaluation of teaching quality has been done by the students towards the end of the semester.
- Through this, instructors’ teaching performance improvement was realized.
Integrate Research, Academic Service to Society, and Preservation of Arts and Culture
-Integrated research across all the courses wherein students were required to submit a research output.
Integrate Research, Academic Service to Society, and Preservation of Arts and Culture
-The Education Expo and Research Forum activity was integrated into the course, “Action Research in Education and Practicum in Educational Administration.”
-The implementation of the Moral and Ethics Camp was integrated into the “Moral and Ethics for School Administrators and Legal Issues in Education” and “Educational Reform Strategies and Quality Assurance” courses.
5.2.4 Adequate and suitable learning resources improvement
Learning Resources Management and Development System
The following steps were done by program administrators and instructors in providing learning resources to students:
- 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.
- The program director arranged for a consultative planning session in order to determine the needed learning resources and materials for the program.
- The dean, program director and program instructors convened in the meeting to identify the lacking resources for request to the management.
- The faculty dean prepared the memorandum and/or request letter and sent it to the vice-president for administration and president for approval.
- 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.
- Information dissemination about the updates regarding new available learning resources was done.
- Orientation for instructors and teachers was also conducted.
Assessment of the process
The learning resource management and development process was followed. However, there was no monitoring and evaluation being conducted to ensure the effective and efficient utilization of the learning resources.
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.
Number of learning support items that are adequate and suitable for managing learning and teaching
The Master of Education in Educational Administration 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
– Online Advising/Counseling Room
– Online Professional Learning Community (e-PLC) Room via Facebook
– STIC E-Learning Line Group
– Education Team Line Group
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.
Complete Google Classroom (Parallel Channel to On-Site Teaching) and 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)
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 |
|
2019 |
4.65 |
4.56 |
|
2020 |
4.67 |
4.57 |
|
2021 |
4.68 | 4.59 |
The program instructors reported the results of satisfaction surveys on learning support to the dean of the faculty for further management and improvement to ensure high quality management and development of learning support services.
5.2.5 Supervising , monitoring graduate program thesis and article publishing
System and Mechanism
The Appointment of Thesis Advisor Lecturers Who specialized in Thesis Title
During the seminar in thesis writing, the responsible program coordinator assigns the highly experienced lecturers to be the resource speakers and focus on organizing the concept paper for the students to be able to draft a Thesis proposal or Independent Study.
Scholars received steps of advice relevant to their field of specialization and are also of their interest to pursue under the supervision of their adviser.
After studying the core courses, students are given a seminar on thesis writing so that they can have a concept about contemporary research.
Within the duration of three months, students are able to draft a research title, propose a research, publish in a recognized journal or present in an international conference and undergo final oral defense with at least three (3) members and one (1) external expert as the oral examination committee. A panelist appointed by the program director considers the titles and other important matters with the consent of the adviser. The panelist controls the direction of the research title and assigns a policy for thesis adviser to direct and arrange documents relevant to research and must show a period of contemporary references within the period of 5-10 years and at least 60% of foreign research.
Scholars have one hour each to propose a title in a spoken presentation for the mat preceded by a question and answer portion. After the research title is approved, the scholars are then given a month to draft a research proposal and submit the draft thesis. Pilot testing of the study is then carried out within the 1st sem. in their second year and conducting the study follows until analysis and conclusion.
When the student has finished, an internal thesis defense is arranged. After passing the defense, students are now guided in finding an international conference where they can present their research and obtain a certificate. The program committees then, appoint an external expert who has a Doctorate degree title and has the knowledge and expertise in research to act as committee member during the oral defense of the student.
Thesis Titles Control Relevant with the Program and Educational Administration Advancement
- In seminar research, the responsible program assigned a highly experienced researcher to be lecturer and focus on organizing the concept paper that is able to improve the draft Thesis proposal.
- Scholars received steps of advice relevant with Thesis while studying in 1st year. Scholars chose to do research according to their own interest under the advisor lecturers’ care.
- During summer vacations, the program arranged for Thesis seminar by inviting lecturers and knowledgeable people to direct the research in the related educational administration so that scholars would have concepts about contemporary research.
- During the opening of the academic year, scholars of 2nd year proposed to draft Thesis to program administrative committees by the consent of Thesis advisor lecturers.
- The program administrative committees considered the titles and educational direction by research quantity analysis that is done according to credits and the period of doing Thesis that by last semester of 2nd year.
- The program administrative committees controlled the direction of Thesis titles that was initiated, the Thesis that developed beneficial from the old Thesis and being a contemporary research that reached international science. Thus, the program administrative committees assigned the policy for Thesis advisor lecturer to direct and arrange documents that are relevant to research and must show contemporary documents of research during the last period of 3-5 years and at least 60% of foreign research.
- There was a basic test for Thesis titles. Scholars had 1 hour each to propose titles and research guidelines by verbal and answer the question.
- Scholars who have Thesis titles that were approved by the program administrative committees continued to improve the draft Thesis and submitted the draft Thesis within one month after approval.
- The program administrative committees have directed scholars to test the draft Thesis within the first semester of 2nd year. The testing hour was 2 hours.
- The program administrative committee appointed the draft Thesis committee by appointing 1 external knowledgeable person who earns Doctorate Degree who has knowledge and experience in research.
- Scholars proposed the approved Thesis plan to advisor lecturers.
- When it’s approved, binding the research and handing over the hard copies are done.
- To improve the current system, students are given a small committee to better assist their thesis writing.
Assistance, oversee, follow-up Thesis work and independent study, projects, publication of research results in graduate programs
- The administrative program committees have a policy of not changing the student’s thesis advisor unless the old adviser has neither experience nor skills in the student’s research interest. In such a case, the administrative program committee has to appoint a new adviser.
- The appointment of Thesis Advisor lecturers is based on the ratio of 1:5 in accordance with the standard criteria of the Office of Higher Education Commission.
- The appointment of external committees focus on lecturers who have the higher educational attainment of a doctorate degree from a university and have experiences in Thesis writing.
Scholars must report the advancement of research to Thesis adviser every month. Advisor reports the scholar’s advancement to the responsible program committee in the meeting on average 1 time a month. In case some scholars lost contact with the adviser, the adviser must notify the program committee to officially issue the warning or to find out ways to assist scholars in case they have a problem and need help. The program supports research dissemination by having scholars do research articles while doing their Thesis. Adviser promotes scholars to do research articles to be published in national or international academic journals that are certified by Office of the Higher Education Commission.
Improvements
Students were already required to formulate their research concepts in their “Advanced Research Methodologies in Educational Administration” and “Action Research in Education” courses to prepare them for Thesis Writing.
The program director initiated the conduct of Online Intensified Academic and Thesis Advising/Counseling/Consultation and Seminar/Training/Workshop to closely monitor the thesis writing progress of graduate students.
The program director also designed an ENHANCED THESIS WRITING MANUAL/HANDBOOK FOR GRADUATE STUDENTS that served as their guide for the steps, procedures and significant details about thesis writing. This was uploaded in the Google Classroom for Online Thesis Advising and Mentoring.
Before the final oral examination/defense of the candidate, there was pre-oral defense conducted to ensure the readiness of the paper.
There was also a newly-designed PROGRESS REPORT FORM for documenting their attendance and accomplishment every week. The advisors, co-advisors and assigned lecturers must affix their signature and write their relevant comments and suggestions for the improvement of the students’ thesis drafts.
Virtual Thesis Writing Seminar/Lecture Series was also conducted to help improve and upgrade the research skills of graduate students as well as monitor their thesis writing progress. M.Ed. candidates organized this series of webinars. Graduate School students in the Faculty of Education participated in this virtual seminar/webinar. Master of Business Administration students and candidates were also invited to participate in this webinar series.
Results
In 2021 Academic Year, 2 M.Ed. in Educational Administration were graduated.
Evidence
| 5.2.1 | System & Mechanism |
| 5.2.2 | Learning Management in Digital Age |
| 5.2.3 | Integrated Learning Management |
| 5.2.4 | การประเมินสิ่งสนับสนุนการเรียนรู้ |
| 5.2.5 | Enhanced Thesis Writing Manual |
| Self-Assessment | Score |
| 5.2 | 4 |