Innovation in teaching and learning using personal learning network via social networking tools with gamification to enhance the self directed learning of student interns in professional experience

Abstract

The purposes of this study were : 1) to study the current situation, problems, and the needs for improvement in teaching and learning process of professional experience in IC, CMRU, 2) to create the innovation in teaching and learning process using PLN via social networking tools with gamification to enhance the self-directed learning behavior of the student interns in the professional experience in IC, CMRU, and 3) to evaluate and to find the results of the use of the innovation in teaching and learning process using PLN via social networking tools with gamification to enhance the selfdirected learning of the student interns in the professional experience in IC, CMRU. The research methodology included 3 phases in regard with the Successive Approximation Model (SAM) instructional design process which were preparation, iterative design, and iterative development. The population and sample groups included; objective one, 114 students and 15 lecturers who involved in the professional experience at IC, CMRU, responded to the surveys. Moreover, 3 students‟ advisors and 6 students who were randomly selected as the representatives of students were interviewed. Objective two, 9 experts were interviewed in the Savvy Start process, and 11 experts evaluated the designed process. Objective three, 104 students who enrolled in the professional experience course semester 2/2020 responded to the Self-Directed Learning Instrument (SDLI) and the satisfaction questionnaires, 4 students‟ advisors and 8 students were interviewed. There were 4 students‟ advisors and 33 job supervisors participated in students‟ self-directed learning observation. The research instruments used to collect qualitative and quantitative data were, surveys, interview questions, the use of PLN via social networking tools with gamification for professional experience teaching and learning process, the handbook of professional experience course, self-rating questionnaires, observation forms, and questionnaire on satisfaction toward the use of PLN via social networking tools with gamification for the professional experience teaching and learning process. The data analysis used in this study included means, standard deviation, priority needs index (PNI modified), repeated ANOVA, t-test, and content analysis. The results of the study were : 1. The results of the situation and problems from the students revealed that there was inadequate communication while students did their professional experience, and the up-to-date platforms or application to promote teaching and learning as well as accessible learning resources were required. The lecturers pointed the students‟ discipline and time management were the obstacles leading to the insufficient quality of assignments and the unpunctual submission. Moreover, the lecturers and students expected the central accessible teaching and learning resources and there should be a cutting-edge platform, program or application facilitating the teaching and learning process. 2. The blueprint of the prototype was compiled from the results of the theoretical reviews and results of expert interviews. It was securitized that the process of PLN consisted of creation, connection, cognition, and contribution (4Cs). The components of PLN incorporated learning activities, learning content, learning tools and learning resources which were applied to the 9 processes of professional experience teaching and learning. These results together with suggestions retrieved from nine experts interviews lead to the design and creation of innovation in teaching and learning process j implemented in professional experience learning using PLN via social networking tools with gamification Then it was evaluated by eleven experts. The findings from the 11 experts’ appraisal indicated very high levels of standard of educational evaluation (4.78), innovative attributes (4.60), design process (4.91), teaching and learning plan process (4.73), and teaching and learning activities (4.79). The experts suggested some improvement included orientation setting regarding the new social networking tool for lecturers and students and adding details of rubrics to the learning activity assessment. 3. Regarding the results of the student interns‟ self-rating questionnaires using Self-Directed Learning Instruments (SDLI), it was displayed the higher progression in all self-directed learning factors at the significance level of 0.05. The analyzed data from interviews exposed to support that the use of the innovation in the teaching and learning process using PLN via social networking tools with gamification seemed to enhance students‟ self-directed learning in all factors. The results of the observation forms noted by the university advisors and the supervisors from workplaces revealed the progression on all factors at the significance level of 0.05. The overall satisfaction on average scores rated by the students was slightly higher than lecturers indicated 4.30 and 4.26. It was demonstrated that the use of PLN via social networking tool with gamification for professional experience teaching and learning process was likely to be able to enhance students’ self-directed learning.