ASEAN Journal of Education

The Dynamics of Shadow Education: Contrasting 'Rat Race' and 'Lying Flat'

2024-05-09T15:56:28+07:00

In May 2021, the concept of ‘lying flat’ surged in popularity in China, inciting widespread interest and prompting extensive research and analysis. As its antonym, the ‘rat race,’ represents intense, high-pressure competition and is often featured and discussed in numerous articles alongside ‘lying flat,’ providing a contrasting perspective. This paper examines the phenomena of ‘lying flat’ and ‘rat race’ within the context of shadow education in China. It aims to elucidate their interplay and provide insights for schools, teachers, parents, and students. This paper seeks to help schools and teachers reassess and refine their educational objectives, assist parents in forming a balanced perspective on shadow education, and support students in managing their mindset to navigate the balance between the ‘rat race’ and ‘lying flat’ within the shadow education landscape. This article outlines the definition and evolution of shadow education, incorporating theories and past research on both ‘rat race’ and ‘lying flat.’ It delves into the causes, types, and manifestations of these phenomena within the context of shadow education. Building on the explanation of the ‘rat race’ and ‘lying flat’ in shadow education, the article offers three key recommendations: schools and teachers should deeply reflect on the essence of education, adjusting their objectives and expectations; parents should adopt a ‘lying flat’ approach to their children’s performance, avoiding the pitfalls of overemphasizing competition and neglecting the importance of parent-child relationships; students should embrace the competitive spirit fostered by the ‘rat race,’ while also maintaining a ‘lying flat’ mindset to ensure their overall physical and mental well-being.

Pre-Reading Motivation in a Flipped Classroom: A Case Study of Gifted Science and Mathematics Students in Thailand

2024-02-09T18:26:33+07:00

The flipped classroom method often encounters the issue of students not preparing themselves before class. The objectives of this research are to determine how to encourage gifted science and mathematics students to read a book before social studies classes and to understand their motivation to do so. This study employs a pre-experimental design, specifically a one-group pre-posttest experimental design. Data were collected using questionnaires and interviews. Quantitative data analysis involved t-tests and descriptive statistics, while qualitative data were analyzed through content analysis.

The findings revealed that, after students were assigned specific tasks to complete before class, their pre-class reading scores significantly increased at the .05 level of statistical significance. Qualitative data indicated that extrinsic motivation, particularly through marking and grading, plays a crucial role in promoting pre-class reading, whereas intrinsic motivation had a lesser influence. Schools and teachers can further support both extrinsic and intrinsic motivations beneficial to pre-class reading through strategies such as group quizzes, learning guidelines, providing adequate free time, and creating conducive learning spaces for preparation.

Enhancing Hospitality Students' Oral Communication Skills through Vlogging and Peer Feedback

2024-05-27T12:25:59+07:00

This study aimed to 1) investigate the effectiveness of vlogging as an instructional strategy to improve hospitality students’ oral communication skills and 2) explore students’ perceptions of exchanging peer feedback in their vlogging assignments. A one-group pretest-posttest design was employed. A four-point scale presentation rubric and a reflection guide were the main research instruments utilized in this study. The 42 participants, enrolled in the Principles of Communication class in the first semester of the academic year 2021, produced four vlogs shared in a private Facebook group where they were assigned to exchange peer feedback. The first and last vlogs were assessed using the four-point scale presentation rubric. Paired samples t-tests yielded significant differences in the scores in nonverbal communication, verbal communication, and organization of content. Overall, the students registered the highest improvement in the organization of content. The most substantial improvements in the oral communication subskills were in the areas of purpose, enthusiasm, and composure. Analysis of the student’s reflection papers revealed that the majority perceived the exchange of peer feedback as motivating, useful, and reflective, although reliability and students’ attitudes were viewed as limitations. Vlogging can effectively address gaps in the hospitality students’ lack of confidence, insufficient opportunities for practice, and lack of motivation and active participation in the improvement of their oral communication skills.It facilitates cooperative learning and learning through modeling and observation. The integration of vlogging as an instructional strategy to narrow gaps in other communication skills relevant to hospitality education is proposed.

Innovative Blended Learning Approaches through Appreciative Inquiry: A Case Study of Chinese Students in Thailand

2024-02-15T19:11:21+07:00

In recent years, the adoption of Appreciative Inquiry (AI) in educational settings has gained considerable traction, emphasizing strengths and positive attributes over weaknesses. While numerous studies have extensively explored this approach within Western contexts, limited research has been conducted in Asian countries, particularly regarding Chinese students. This study aims to investigate the application of the AI approach among Chinese students pursuing higher education abroad, specifically at international universities in Thailand. Thailand is experiencing a significant influx of Chinese students due to its rapid growth and appeal.
Utilizing the 4D phases of Appreciative Inquiry – Discovery, Dream, Design, and Destiny – this study explores the experiences of Chinese students in these phases. In the Discovery phase, Chinese students identified presentation experiences as crucial "high points," emphasizing teamwork, idea generation, and skill development. During the Dream phase, they envisioned optimal educational experiences. The Design phase involved devising innovative strategies for blended teaching and learning. Finally, the Destiny phase ensured the sustainable implementation of these strategies.
The study employed semi-structured interviews with 30 Chinese students. To ensure a comprehensive investigation, a triangulation approach was adopted, including interviews with an additional 15 students from diverse national backgrounds and five faculty members. The findings provide valuable insights into blended teaching and learning, offering practical implications for educators in designing effective teaching plans tailored to this context. Furthermore, it presents an innovative perspective on business education, thereby enhancing the application of the AI model for Chinese students.

Effectiveness of Funding Models in Promoting Quality Education and School Management: Insights from the Indonesian School of Bangkok

2024-05-17T15:00:25+07:00

Funding is a critical factor in enhancing the quality of education. Annually, budgets are allocated by the government, school committees, and parent groups to support school renovation and human resource development. This study aimed to assess the effectiveness of an educational financing model that supports school quality improvement and school management. A qualitative case study approach was employed to gather comprehensive, systematic data on the financing model used by the Indonesian School of Bangkok, focusing on processes and implementation outcomes. The management team applied a human capital model to optimize educational financing, thereby positively influencing productivity and enhancing student and teacher quality.

The findings revealed that financial contributions from the government, school committees, and parent groups were distributed as follows: curriculum division (28.07%), student affairs division (36.65%), public relations division (11.97%), and facilities and infrastructure (23.31%). The study also highlighted that the financing model effectively met the school’s primary objectives, aligning with planned programs and regulatory guidelines. Specifically, the effectiveness of the funding allocation was observed as follows: curriculum division (28.39%), student affairs division (35.96%), public relations division (11.43%), and facilities and infrastructure (24.22%). These findings underscore the importance of sustained financial support, coupled with program monitoring and evaluation, to enhance educational outcomes. Future studies could extend this research to further contribute to educational quality.

A Study on the Strategic Management Processes of Christian Schools in Thailand

2024-06-03T12:45:53+07:00

This qualitative study aimed to address three objectives related to the strategic management of Christian schools in Thailand: (1) to examine the strategic management processes implemented by these schools, (2) to identify common themes, challenges, and best practices, and (3) to propose guidelines to support effective strategic management in this educational context. Twelve Christian school administrators were selected by purposive sampling based on their leadership roles and familiarity with their schools' strategic management processes, with data collected through an online pre-interview survey and in-depth interviews. Findings revealed that the administrators primarily employed strategic management practices that included regular staff meetings, data analysis, stakeholder feedback, and flexibility in addressing challenges. Spiritual health was supported through daily personal devotions, corporate chapel services, and Bible studies, with a primary emphasis on centering their schools around Jesus Christ. Identified themes included effective communication, partnership-building, adherence to Bible-based morals and ethics, and Bible integration within the curriculum. Challenges reported were hiring the right personnel, financial constraints, communication barriers, managing relationships with diverse stakeholders, and collaborating with individuals from varied backgrounds and belief systems. Best practices highlighted the importance of Christian leaders having a divine calling to work in these schools, engaging in daily personal devotions, and modeling Christian values for teachers, students, and staff. Leaders were also encouraged to align policies with Christian values while being sensitive to non-Christian stakeholders. The study proposes ten guidelines to enhance strategic management processes for Christian schools: (1) Divine Calling and Spiritual Foundation, (2) Biblical Worldview Integration, (3) Sensitivity and Inclusivity,
(4) Statement of Faith and Parental Agreement, (5) Hiring Practices, (6) Accountability and Oversight, (7) Cultural Understanding and Adaptation, (8) Addressing Violations, (9) Decision-Making and Boundaries, and (10) Building Positive Partnerships with colleagues and parents.

Exploring Challenges and Factors Influencing Teachers' Digital Innovative Leadership in Education

2024-10-03T09:30:58+07:00

Disruptive technology has globally transformed education, bringing both opportunities and challenges to educational institutions. Existing research primarily addresses technology integration in education; however, there is a significant gap in understanding how elementary school teachers can develop and exercise digital innovative leadership. This gap is especially pronounced in the Thai context, where traditional teaching methods are rapidly being disrupted by digital innovations. This research aimed to identify and analyze factors influencing elementary school teachers' digital innovative leadership in educational management during the disruptive technology era in Thailand. Utilizing a qualitative methodology, the study employed methodological triangulation. This included document analysis of 20 relevant sources and in-depth interviews with five purposively selected key informants, consisting of senior administrators and experienced teachers. Data analysis utilized directed content analysis and frequency analysis. The findings revealed five crucial factors influencing teachers' digital innovative leadership: Digital Innovative Vision, Digital Skills, Creative and Innovative Thinking, Innovative Teamwork and Participation, and Ethics and Accountability. These interconnected factors provide a comprehensive framework for developing teachers' digital leadership capabilities and offer school administrators strategic guidance for implementing effective professional development programs. The results contribute to both theoretical understanding of digital leadership in education and have practical implications for teacher development in Thailand's evolving educational landscape.