Development of Online Project-Based Learning Model Integrated With Design Thinking to Enhance Creative Problem-Solving Abilities and Creative Products of Undergraduate Students
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Abstract
The aims of this research were: 1) to examine the current condition and needs of an active online project-based learning model, 2) to create an active online project-based learning model, and 3) to evaluate the effectiveness of the active online project-based learning model. The sample group consisted of 37 undergraduate students enrolled in the Innovation and Design Course at Silpakorn University. The research tools included: a questionnaire to assess the current condition and needs of active online project-based capability learning, an active online project-based learning model, a lesson plan, an online classroom and learning materials, a creative problem-solving capability assessment, and a creativity assessment. The statistical methods employed for data analysis included the priority rank index, percentage, mean, standard deviation, and dependent t-test.
The results showed that the condition and needs of an active online project-based learning model revealed that instructors had the highest level of needs (PNI = 0.11). The activities that focused on training students in problem-solving skills received a mean score of 4.61 with a standard deviation of 0.56. In terms of students’ needs, Canva was identified as a necessary tool for students to create presentation materials, accounting for 29.86%. Moreover, the study found that the “IMBCT Model” was developed as an active online project-based learning model with seven components, including learning objectives, learner roles, instructor roles, content, teaching strategies, teaching and learning environment, and teaching and learning support materials. The learning management process involved three stages: preparation, active online project-based learning process, and assessment. Furthermore, the results of using the active online project-based learning model indicated a significant improvement in individual creative problem-solving abilities compared with before using the model at a significance level of .05. Additionally, group-based creative works met the specified criteria, with a mean score indicating good performance (M = 40.77, SD = 2.40).
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