การประยุกต์แนวคิดการสัมภาษณ์เพื่อเสริมสร้างแรงจูงใจ ในการจัดการเรียนการสอนออนไลน์ต่อการพัฒนาศักยภาพตนเองของนักศึกษา (Applying the Motivation Interviewing Concept for Online Teaching and Learning Management on Self-Potential Development of Learners)
Keywords:
Motivation, Teaching and learning management, OnlineAbstract
Motivational Interviewing (MI) is a communication style that emphasizes collaboration to facilitate behavioral change. The perspective of MI in education is valuable for the development of learners in the future, particularly during the COVID-19 period where online teaching and learning play a crucial role in learner development. In this research, the MI approach is applied in online teaching and learning to investigate its impact on learner development. The research objective is to study the effects of self-development after completing online learning and the relationship between online teaching and learning management and learner self-development in a university in southern Thailand. The research methodology involves gathering data from first-year students in the first semester of the academic year 2021, totaling 26 participants. Research tools include an online learning management plan, a questionnaire on opinions about online teaching and learning management, and a questionnaire on self-development based on learner perceptions. The data was collected in November 2021 through an online system. Statistical analysis included percentages, means, standard deviations, and Pearson's correlation coefficient. Research findings: It was found that after online teaching and learning, learners demonstrated the most significant development in behavior, followed by cognitive and knowledge aspects. The correlation between the online teaching and learning management based on MI theory and the overall self-development of the learners was statistically significant at the 0.01 level. When examining specific aspects, it was found that the Acceptance, Evocation, Compassion, and Collaboration (AECC) principles had a strong positive relationship with the behavioral development of the learners and a weak positive relationship with their knowledge and cognitive development, all at the 0.01 level of statistical significance. Furthermore, the FRAMES principles (Feedback, Responsibility, Advice, Menu, Empathy, Self-efficacy) were highly positively correlated with the learners' self-development in terms of cognitive and behavior and weakly positively correlated with their knowledge development, all at the 0.01 level of statistical significance.
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