The Post-Pandemic Classroom: Challenges and Opportunities for Thai University Lecturers
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This article aimed to study (1) Thai university lecturers’ experiences with technology during the COVID-19 pandemic, (2) lecturers’ perceptions regarding pedagogical changes due to online teaching, and (3) assessment adaptations in post-pandemic higher education. The sample was three university lecturers from southern Thailand selected by purposive sampling based on their involvement in online teaching during and post-pandemic. The instrument for collecting data was face-to-face interviews adapted from Rapanta et al. (2021). Data analysis was conducted through descriptive content analysis. The results indicated that 1) lecturers significantly adapted to digital technology, integrating platforms like Zoom, MS Teams, and Google Drive into regular teaching, enhancing flexibility and educational inclusivity; 2) lecturers experienced a shift from traditional instructor roles to facilitators, embracing hybrid teaching models and student independence, yet faced challenges in managing simultaneous onsite and online classes; and 3) assessment methods diversified post-pandemic, incorporating digital submissions and multimedia evaluations, although academic dishonesty emerged as a significant concern. This study underscores the necessity for institutional support, professional development, and continuous evaluation of technology-integrated pedagogies in higher education to sustain advancements made during the pandemic.
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ทัศนะและความคิดเห็นที่ปรากฏในวารสาร ถือเป็นความรับผิดชอบของผู้เขียนบทความนั้น และไม่ถือเป็นทัศนะและความรับผิดชอบของกองบรรณาธิการ
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