{"id":10381,"date":"2023-01-04T07:09:26","date_gmt":"2023-01-04T07:09:26","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2223\/education\/?post_type=edm_report&p=10381"},"modified":"2024-05-31T02:34:24","modified_gmt":"2024-05-31T02:34:24","slug":"component-4-learning-management","status":"publish","type":"edm_report","link":"https:\/\/www.stic.ac.th\/qafs2223\/education\/?edm_report=component-4-learning-management","title":{"rendered":"Component 4: Learning Management"},"content":{"rendered":"\n

Indicator 4.1 Learning Management (Teaching and Learning Approach)<\/strong><\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

For criteria 7 and 8, it is assessed using the Office of Permanent Secretary of Higher Education, Science, Research, and Innovations standards. <\/strong><\/p>\n\n\n\n

Score 1 <\/strong><\/td>Score 2 <\/strong><\/td>Score 3<\/strong><\/td>Score 4 <\/strong><\/td>Score 5 <\/strong><\/td><\/tr>
Has action 1 item <\/td>Has action 2 item <\/td>Has action 3-4 item <\/td>Has action 5-6 item <\/td>Has action 7-8 item<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

AUN-QA based criteria<\/strong><\/p>\n\n\n\n

\"\"
AUN-QA Criterion 3 \u2013 Teaching and Learning Approach<\/figcaption><\/figure>\n\n\n\n

For AUN-QA, criteria 1 to 6 are assessed at 7 levels. <\/strong><\/p>\n\n\n\n

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\"\"<\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n

Performance<\/strong><\/p>\n\n\n\n

1. The educational philosophy is articulated and communicated to all stakeholders<\/strong><\/p>\n\n\n\n\n\n
\n

3.1. The educational philosophy<\/em><\/p>\n<\/td>\n

\n

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.<\/p>\n<\/td>\n

\n

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.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n

2. The students can participate in the learning management process<\/strong><\/p>\n\n\n\n

The St. Theresa International\nCollege’s Faculty of Education, BEDM programme, conducted a meeting to plan for\nthe upcoming term. Before starting the semester, all courses were available via\nthe online Management Information System (MIS), or the registration office\nposted them on bulletin boards for walk-in applicants to see. Registered\nstudents would be informed about enrolling in courses on the STIC website. The\ncourse coordinators and the instructors distributed lesson plans with materials\nand\/or assignments to the students on the online platform called Google\nClassroom. The course requirements and CLOs would be communicated to students\non course orientation day, on the MIS, or through an STIC email given to them\nwhen they join classes. Therefore, the students understood their roles and\nresponsibilities to participate in every teaching and learning activity and\nassessment. The course coordinator allowed students to be involved in the\nteaching and learning process, such as making agreements or deadlines for\nlearning activities, setting the submitted date for assignments, identifying\nthe number of group members, and planning project work, presentations, and\nother classroom-related activities. The BEDM programme uses several teaching\nand learning approaches and strategies to ensure the attainment of both course\nlearning outcomes and expected learning outcomes (see Table below). For courses\nthat emphasize cognitive knowledge leading to the achievement of ELO, lectures\nare the main teaching approach. The elective courses for education mathematics\nwhich are independently selected by an individual student, provide the\nknowledge necessary to comply with ELO. These learning management strategies\nwere reflected in the TQF3 of the AY 2022\u20132023. <\/p>\n\n\n\n

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.<\/p>\n\n\n\n

\n Strategy\/ Learning and Teaching\n Method<\/strong>\n <\/td>\n Role of Teacher<\/strong>\n <\/td>\n Role of Student<\/strong>\n <\/td><\/tr>
\n 1.Problem solving\n <\/td>\n – Arrange\/prepare problem\n situation for case study\n <\/td>\n – Problem understanding,\n additional study, synthesis problem summary\/solution suggestion, evaluation,\n written report\n <\/td><\/tr>
\n 2. Problem-based teaching\n <\/td> – Prepare the problem, patient case, document, report, related media – Provide data\/answer the question, suggest the benefit source <\/td> – Set the question that will bring to solution
– Study, seek knowledge from the related benefit source 
-Evaluate self- learning <\/td><\/tr>
\n 3.Concept mapping\n <\/td>\n – Concept setting to be\n studied\/stimulated thinking\n <\/td> – Think, analyze problem concept\/question, thinking    – Manage system and think process , create the relationship in components <\/td><\/tr>
\n 4.  Group Discussion\n <\/td>\n – Propose\/discuss issue\/subject to\n learn, arrange the debate process, support self-learning\n <\/td> – Study the standard-setting process, clear learning results
– Group meeting to plan the debate, assign the related <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

3. The students can participate in the learning activities<\/strong><\/p>\n\n\n\n

Several activities are also used to practice and train the students\u2019 integration, adaptation and application skills.<\/p>\n\n\n\n

System\nand Mechanism:<\/strong><\/p>\n\n\n\n

Student Development Activities<\/p>\n\n\n\n

In order to manage activities both inside and outside of the classroom, the\ncurriculum or program produces a systematic student development plan\ntaking into account the opinions of all the program’s\/curriculum’s\ninstructors as well as the findings of the previous academic year’s\nevaluation.<\/p>\n\n\n\n

A student development plan is suggested by the curriculum or program for approval by the faculty and college, respectively.\nThe faculty and college must give their permission before the curriculum or program can move forward with its planned activities or projects.\nAll projects and activities are carried out in accordance with the program’s curriculum and approved funds.<\/p>\n\n\n\n

The curriculum or program evaluates\nand reports activities \/ projects to the faculty and colleges respectively.<\/p>\n\n\n\n

The curriculum or program brings\nevaluation results and suggestions as a data to improve the student development\nplan for the next academic year.<\/p>\n\n\n\n

Core\nSubjects:<\/strong><\/p>\n\n\n\n

 The students start to learn\ntheir core subjects from the second semester onwards. They will be learning\nabout the technical subjects related to mathematics and education mathematics\nundertakings. Those core subjects are mentioned in the TQF 2.<\/p>\n\n\n\n

This subject gives the students both\nknowledge of the past as well as the future of major industry advancements. To\nenlighten them and give them a better understanding of the conceptual and\ntechnical subjects, a scheduled plan to visit and get to know different schools\naround STIC and these were also mentioned in the Operational Plan AY 2022 of\nthe faculty to supplement the teaching and learning of the Core Subjects.<\/p>\n\n\n\n

The students enrolled in the EDM programme create a promotional video to capture the course learning. The videos are uploaded in the Google Classroom.<\/p>\n\n\n\n

4. The students are promoted to be lifelong learners through learning activities <\/strong><\/p>\n\n\n\n\n\n
\n

3.4. Teaching and<\/em><\/p>\n

Learning activities (as <\/em>initiator of learning and how to learn, and <\/em>life-long learner)<\/em><\/p>\n<\/td>\n

\n

Our teaching process is such that students are able to learn individually and\u00a0 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.<\/p>\n<\/td>\n

\n

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.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n

5. The students are promoted to be creative thought, innovative, and have an entrepreneurial mindset<\/strong><\/p>\n\n\n\n\n\n
\n

3.5.Teaching and<\/em><\/p>\n

Learning activities (as <\/em>creative thinker and<\/em><\/p>\n

innovator)<\/em><\/p>\n<\/td>\n

\n

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.<\/p>\n<\/td>\n

\n

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.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n

6. The teaching and learning approach is improved continually and aligned with industry requirements and expected learning outcomes<\/strong><\/p>\n\n\n\n\n\n
\n

3.6. Teaching and <\/em>Learning activities (as <\/em>Regular improvement<\/em><\/p>\n

and alignment to<\/em><\/p>\n

expected learning<\/em><\/p>\n

outcome)<\/em><\/p>\n<\/td>\n

\n

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.<\/p>\n<\/td>\n

\n

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.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n

7. The classroom learning management is focused on a student-centered approach<\/strong><\/p>\n\n\n

The classroom learning management is focused on a student-centered approach which are as follows:<\/p>\n

    \n
  1. Lecture: Teacher takes an active role and presents information to the entire class while the students\u2019 main role is to listen to the new information being provided.<\/li>\n
  2. Drill and Practice: The teacher provides a series of independent tasks to reinforce a concept.<\/li>\n
  3. Demonstration: The teacher helps the child\u2019s learning by showing him or her how to use materials and special tools, or how to accomplish a particular task.<\/li>\n
  4. Discussion: Conversation designed to stimulate students to respond divergently and at higher cognitive levels to what they have been learning.<\/li>\n
  5. Self-Assessment: The student has responsibility for evaluating his or her own work as a means of learning <\/span>Student-Centered.<\/li>\n<\/ol>\n\n\n

    8. Learning management is managed through various technics of information and communication  technology systems with a student-centered approach<\/strong><\/p>\n\n\n

    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.<\/p>\n

    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.<\/p>\n

    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.<\/p>\n

     <\/strong><\/p>\n\n\n\n\n\n\n\n
    \n

    Item<\/strong><\/p>\n<\/td>\n

    		\n

    ICT Skills<\/strong><\/p>\n<\/td>\n

    		\n

    Description<\/strong><\/p>\n<\/td>\n<\/tr>\n

    \n

    1.<\/strong><\/p>\n<\/td>\n

    		\n

    Freshmen Orientation<\/em><\/p>\n<\/td>\n

    		\n

    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.<\/p>\n<\/td>\n<\/tr>\n

    \n

    2.<\/strong><\/p>\n<\/td>\n

    		\n

    TOEIC Test<\/em><\/p>\n<\/td>\n

    		\n

    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.<\/p>\n<\/td>\n<\/tr>\n

    \n

    3.<\/strong><\/p>\n<\/td>\n

    		\n

    MOODLE<\/em><\/p>\n<\/td>\n

    		\n

    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.<\/p>\n<\/td>\n<\/tr>\n

    \n

    4.<\/strong><\/p>\n<\/td>\n

    		\n

    LINE Group<\/em><\/p>\n<\/td>\n

    		\n

    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.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    Evidence:<\/p>\n

      \n
    1.  Google Classroom<\/li>\n
    2. Moodle<\/li>\n
    3. LINE Groups Feedbacks<\/li>\n<\/ol>\n\n\n

      Self-Assessment<\/strong><\/p>\n\n\n\n\n\n\n\n
      \n

      Goal<\/strong><\/p>\n<\/td>\n

      		\n

      Performance(KPI\u0e40\u0e0a\u0e34\u0e07\u0e04\u0e38\u0e13\u0e20\u0e32\u0e1e\u0e43\u0e2b\u0e49\u0e23\u0e30\u0e1a\u0e38\u0e02\u0e49\u0e2d)<\/strong><\/p>\n<\/td>\n

      		\n

      Self-Assessment<\/strong><\/p>\n<\/td>\n<\/tr>\n

      \n

      …5….item<\/p>\n<\/td>\n

      		\n

      IQA(1-8)<\/strong><\/p>\n<\/td>\n

      		\n

      1,2,3,4,5,6<\/p>\n<\/td>\n

      		\n

      6 items<\/p>\n<\/td>\n

      		\n

      4 mark<\/p>\n<\/td>\n<\/tr>\n

      \n

      AUN-QA(1-6)<\/strong><\/p>\n<\/td>\n

      		\n

      1,2,3,4,5,6<\/p>\n<\/td>\n

      		\n

      level 3<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n

      Evidence<\/strong><\/p>\n\n\n\n

      Evidence No.<\/strong><\/td>List of evidences<\/strong><\/td><\/tr>
      4.1.1.1<\/td> Faculty’s Educational Philosophy , Vision and Mission <\/a><\/td><\/tr>
      4.1.1.2<\/td> Faculty’s Student-Based Learning Strategy <\/a> <\/td><\/tr>
      4.1.1.3<\/td> Student- Led Activities Productivity Showcase\/Expo <\/a><\/td><\/tr>
      4.1.1.4<\/td> Classroom Activities that Promote Lifelong Learning <\/a> <\/td><\/tr>
      4.1.1.5<\/td> Activities that Promote Creativity, Innovativeness and Students’ Entrepreneurial Skills <\/a> <\/td><\/tr>
      4.1.1.6<\/td> BEd Math Curriculum 2019<\/a>
       BEd- Math Curriculum 2024<\/a><\/td><\/tr>
      4.1.1.7<\/td> BEd-Math Student- Centered Teaching Concept Process <\/a><\/td><\/tr>
      4.1.1.8<\/td> STIC Information Technology Systems<\/a>
      Different Learning Platform<\/a> <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

      Self-Assessment<\/strong> <\/p>\n\n\n\n

      Self-Assessment<\/strong><\/td>IQA<\/strong><\/td>AUN-QA<\/strong><\/td><\/tr>
      Indicator 4.1<\/td>4<\/td>3<\/td><\/tr><\/tbody><\/table><\/figure>\n","protected":false},"menu_order":7,"comment_status":"open","ping_status":"closed","template":"","_links":{"self":[{"href":"https:\/\/www.stic.ac.th\/qafs2223\/education\/index.php?rest_route=\/wp\/v2\/edm_report\/10381"}],"collection":[{"href":"https:\/\/www.stic.ac.th\/qafs2223\/education\/index.php?rest_route=\/wp\/v2\/edm_report"}],"about":[{"href":"https:\/\/www.stic.ac.th\/qafs2223\/education\/index.php?rest_route=\/wp\/v2\/types\/edm_report"}],"replies":[{"embeddable":true,"href":"https:\/\/www.stic.ac.th\/qafs2223\/education\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=10381"}],"version-history":[{"count":10,"href":"https:\/\/www.stic.ac.th\/qafs2223\/education\/index.php?rest_route=\/wp\/v2\/edm_report\/10381\/revisions"}],"predecessor-version":[{"id":14275,"href":"https:\/\/www.stic.ac.th\/qafs2223\/education\/index.php?rest_route=\/wp\/v2\/edm_report\/10381\/revisions\/14275"}],"wp:attachment":[{"href":"https:\/\/www.stic.ac.th\/qafs2223\/education\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=10381"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}