Online Integrated Platform for Self-Development: Thai Teachers in Remote Area Case
Keywords:
Development, Online, Platform , Teacher , TechnologyAbstract
This study aimed to: (1) explore case study teachers’ attitude toward essential characteristics of Online Integrated Platform (OIP) for teachers’ self-development and (2) develop an OIP model for Thai teachers’ self-development. Six cases of Thai teachers in remote area schools in two Northern provinces of Thailand had engaged in a one-month service on a mockup Online Integrated Platform integrating closed Facebook group, Line application, and Zoom conference system. An individual and group observation, in-depth interviews, and focus group interviews were carried out for data collection during and after the completion of service. These collected data were analyzed utilizing content analysis and subsequently developed the OIP model for Thai teachers’ self-development. Findings revealed case study teachers’ positive attitudes toward the effectiveness of the OIP characteristics including three essential types of features and seven essential attributes in enhancing their self-development. The former consisted of three most preference features: Community Networks, Online Workshops, and Data Catalog. The latter consisted of seven attribute: facilitate personalized options; provide diverse and systematic categorized data; facilitate access of hard-to-reach resources; provide reliable content that foster creativity contribution; provide real-time information updates; facilitate with the modern system ensuring easy access, swift information retrieval, and time savings; provide user-friendly services that not only get the job done, but also create enjoyable and attractive experiences. In conclusion, with OIP personalized features and attributes that genuinely reflected the needs of teachers indicated a new paradigm for human resource development. OIP, therefore, serves as an alternative to the conventional face-to-face learning approach.
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