Indicator 4.1 Learning Management (Teaching and Learning Approach)
For criteria 7 and 8, it is assessed using the Office of Permanent Secretary of Higher Education, Science, Research, and Innovations standards.
| Score 1 | Score 2 | Score 3 | Score 4 | Score 5 |
| Has action 1 item | Has action 2 item | Has action 3-4 item | Has action 5-6 item | Has action 7-8 item |
AUN-QA based criteria
For AUN-QA, criteria 1 to 6 are assessed at 7 levels.
Performance
1. The educational philosophy is articulated and communicated to all stakeholders
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3.1. The educational philosophy |
This is a statement (or set of statements) that identifies and clarifies the beliefs, values and understandings of an individual or group with respect to education. |
This educational philosophy is already communicated to our stakeholders. Definitely it is reflected by our attitude and all over activities related to the development of college. |
2. The students can participate in the learning management process
The St. Theresa International College’s Faculty of Education, BEDM programme, conducted a meeting to plan for the upcoming term. Before starting the semester, all courses were available via the online Management Information System (MIS), or the registration office posted them on bulletin boards for walk-in applicants to see. Registered students would be informed about enrolling in courses on the STIC website. The course coordinators and the instructors distributed lesson plans with materials and/or assignments to the students on the online platform called Google Classroom. The course requirements and CLOs would be communicated to students on course orientation day, on the MIS, or through an STIC email given to them when they join classes. Therefore, the students understood their roles and responsibilities to participate in every teaching and learning activity and assessment. The course coordinator allowed students to be involved in the teaching and learning process, such as making agreements or deadlines for learning activities, setting the submitted date for assignments, identifying the number of group members, and planning project work, presentations, and other classroom-related activities. The BEDM programme uses several teaching and learning approaches and strategies to ensure the attainment of both course learning outcomes and expected learning outcomes (see Table below). For courses that emphasize cognitive knowledge leading to the achievement of ELO, lectures are the main teaching approach. The elective courses for education mathematics which are independently selected by an individual student, provide the knowledge necessary to comply with ELO. These learning management strategies were reflected in the TQF3 of the AY 2022–2023.
During course operation, students could be involved in the learning process by sending their opinions to the course coordinator and/or instructors, or they could send them directly to the department head, the dean, or the Vice President of Academic Affairs. After finishing, the course coordinators provided the students with an evaluation and feedback on the learning process through the course evaluation before they could check their own grades online.
| Strategy/ Learning and Teaching Method | Role of Teacher | Role of Student |
| 1.Problem solving | – Arrange/prepare problem situation for case study | – Problem understanding, additional study, synthesis problem summary/solution suggestion, evaluation, written report |
| 2. Problem-based teaching | – Prepare the problem, patient case, document, report, related media – Provide data/answer the question, suggest the benefit source | – Set the question that will bring to solution – Study, seek knowledge from the related benefit source -Evaluate self- learning |
| 3.Concept mapping | – Concept setting to be studied/stimulated thinking | – Think, analyze problem concept/question, thinking – Manage system and think process , create the relationship in components |
| 4. Group Discussion | – Propose/discuss issue/subject to learn, arrange the debate process, support self-learning | – Study the standard-setting process, clear learning results – Group meeting to plan the debate, assign the related |
3. The students can participate in the learning activities
Several activities are also used to practice and train the students’ integration, adaptation and application skills.
System and Mechanism:
Student Development Activities
In order to manage activities both inside and outside of the classroom, the curriculum or program produces a systematic student development plan taking into account the opinions of all the program’s/curriculum’s instructors as well as the findings of the previous academic year’s evaluation.
A student development plan is suggested by the curriculum or program for approval by the faculty and college, respectively. The faculty and college must give their permission before the curriculum or program can move forward with its planned activities or projects. All projects and activities are carried out in accordance with the program’s curriculum and approved funds.
The curriculum or program evaluates and reports activities / projects to the faculty and colleges respectively.
The curriculum or program brings evaluation results and suggestions as a data to improve the student development plan for the next academic year.
Core Subjects:
The students start to learn their core subjects from the second semester onwards. They will be learning about the technical subjects related to mathematics and education mathematics undertakings. Those core subjects are mentioned in the TQF 2.
This subject gives the students both knowledge of the past as well as the future of major industry advancements. To enlighten them and give them a better understanding of the conceptual and technical subjects, a scheduled plan to visit and get to know different schools around STIC and these were also mentioned in the Operational Plan AY 2022 of the faculty to supplement the teaching and learning of the Core Subjects.
The students enrolled in the EDM programme create a promotional video to capture the course learning. The videos are uploaded in the Google Classroom.
4. The students are promoted to be lifelong learners through learning activities
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3.4. Teaching and Learning activities (as initiator of learning and how to learn, and life-long learner) |
Our teaching process is such that students are able to learn individually and also learn how to learn the subject; it enhances to feel and visualize the mathematical theories and problems and to make others feel and visualize; our process also includes how to think and handle critical problems that enable them to analyze any problem and to build up new one from old one to the extent of having research flavour. We always encourage students to pursue research to build up a strong mathematical backbone for a good and effective teacher. |
Students possess a very positive and keen attitude to disseminate and assist in learning mathematical theories and problems and also how to learn; pursue research and motivate themselves and others to research on mathematics in the teaching profession. |
5. The students are promoted to be creative thought, innovative, and have an entrepreneurial mindset
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3.5.Teaching and Learning activities (as creative thinker and innovator) |
Our programme has various activities apart from the class-room teaching. We set up various critical problems for the students some of them are solved in the classroom to enhance their intuition and encourage them to solve new problems and enable them to find new problems and some problems set for homework so that their innovativeness, creative thinking can be flashed, and some problems may fit with the external requirements. |
Our teaching learning processes always encourage students for critical thinking to find new and innovative problems and creative thinking, sometimes from the given one and sometimes from their own knowledge in such a way that their creativities and concepts may deem fit with entrepreneurial mindset. |
6. The teaching and learning approach is improved continually and aligned with industry requirements and expected learning outcomes
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3.6. Teaching and Learning activities (as Regular improvement and alignment to expected learning outcome) |
As far as possible, we try to improve our teaching and learning processes in a regular manner to meet the needs of the industries ( here schools) following the effective learning outcomes as much as possible. |
We review our teaching learning processes on a regular basis to improve it as per the needs of the students to develop them and also the needs of the relevant industries (schools where they are expected to join for internship and future job) keeping in mind the expected learning outcomes. |
7. The classroom learning management is focused on a student-centered approach
The classroom learning management is focused on a student-centered approach which are as follows:
- Lecture: Teacher takes an active role and presents information to the entire class while the students’ main role is to listen to the new information being provided.
- Drill and Practice: The teacher provides a series of independent tasks to reinforce a concept.
- Demonstration: The teacher helps the child’s learning by showing him or her how to use materials and special tools, or how to accomplish a particular task.
- Discussion: Conversation designed to stimulate students to respond divergently and at higher cognitive levels to what they have been learning.
- Self-Assessment: The student has responsibility for evaluating his or her own work as a means of learning Student-Centered.
8. Learning management is managed through various technics of information and communication technology systems with a student-centered approach
Since the commencement of 2019, our learning management has shifted to digital technology. Our class instructions are aided by technology such as Google Classroom where all assignments, teaching materials and student reports are uploaded. Students can access all these teaching materials at any time.
During the freshmen orientation, a session was dedicated to the online resources so that the students would come to know about the usage of STIC Moodle, through which they can communicate with their lecturer, access the online materials regarding the subject, etc.
Almost all the subject teachers and advisors have a separate LINE group for their subjects. The teachers share their teaching materials, learning resources, and assignments with the students and also, the students can get in touch the teachers for the clarifications of any doubts about the relevant questions from the assignments. Most of our instructors employ technology-assisted instruction and encourage students to integrate ICT into all their works.
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Item |
ICT Skills |
Description |
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1. |
Freshmen Orientation |
During the freshmen orientation, a session was dedicated to the online resources so that the students would come to know about the usage of STIC Moodle, through which they can communicate with their lecturer, access the online materials regarding the subject, etc. |
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2. |
TOEIC Test |
The students were also given training to take the TOEIC test right from the first year itself so that they would come out with a good score when they finished the course. This helps them upgrade their level of communication. |
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3. |
MOODLE |
In some subjects, the students use the STIC Moodle to do their assignments, download their study materials, and also have interactions with the subject teachers. |
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4. |
LINE Group |
Almost all the subject teachers have a separate LINE group for their subjects. The teachers share the teaching materials, learning resources, and assignments with the students. Also the students ask their doubts and get clarified. |
Evidence:
- Google Classroom
- Moodle
- LINE Groups Feedbacks
Self-Assessment
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Goal |
Performance(KPIเชิงคุณภาพให้ระบุข้อ) |
Self-Assessment |
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…5….item |
IQA(1-8) |
1,2,3,4,5,6 |
6 items |
4 mark |
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AUN-QA(1-6) |
1,2,3,4,5,6 |
level 3 |
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Evidence
Self-Assessment
| Self-Assessment | IQA | AUN-QA |
| Indicator 4.1 | 4 | 3 |