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Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
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doi
open access

Published: 20 June 2022

An Online Program to Empower Teachers’ Knowledge to Develop Students’ Collaborative Skills

Phramaha Ampol Dhanapañño, Phrakru Sutheejariyawattana

Mahamakut Buddhist University, Thailand

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
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doi

10.31014/aior.1993.05.02.508

Pages: 496-506

Keywords: Collaborative skills, Online program, Teacher learning, Pariyattidhamma

Abstract

This research aimed at developing and implementing an online program to empower teacher’s knowledge regarding students’ collaborative skills development by using Research and Development (R&D) methodology. It is based on the concept of “Develop teacher’s learning and implement the outcomes into student development.” It consisted of two projects as follows: 1) Collaborative skills learning for the teacher development project, and 2) Implementing the teacher’s collaborative skills learning outcomes with student project. The first project was created along with a set of six-manuals for teacher development including definitions, important aspects, qualifications, developmental approaches, developmental processes, and the assessment of collaborative skills manuals. The second project included an action manual for implementing the teacher’s learning outcomes for student development. The online program was examined at the Pariyattidhamma School, which had been selected as research site. The findings revealed that after completing the first teacher development project, the teachers had achieved learning outcomes in accordance with the 90/90 standard. In addition, the learning outcomes after development had been statistically significantly higher than attending the project. Moreover, after the second project, the students’ collaborative skills assessment results were found to be statistically significantly higher than before. Therefore, the online program produced in this study is an educational innovation that provides effectiveness and should be beneficial for learning at other Pariyattidhamma schools.

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