DEVELOPING ONLINE CHINESE CLASS PLATFORM FOR FOREIGNER RESIDING IN THAILAND UTILIZING TPACK MODEL

Abstract

Although more people are learning Chinese every day in Thailand, there aren't enough educational resources to support their progress. Recently, however, network development has improved a new learning model and broken the restriction (Dongli & Yunqing, 2022). Learning is no longer restricted to the traditional classroom; instead, everyone can choose an online Chinese class to conduct a series of thorough lessons and sporadic real-time lessons that are not time- or space-bound. This making learning easier and more flexible. However, the requirement for the platform for learners has also become more important (Nundy, Kakar, & Bhutta, 2022). This study constructed a framework model through literature research, and explored the factors that affect teachers' information-based teaching behavior intentions in terms of cognition and emotion. Two types of target groups, learners and teachers, were identified throughout the research, and the psychology of the target users was analyzed by using the interview method. There are four types of users using Chinese Online Learning Mobility Platforms. Summarize the requirement by building a user model. From the requirement for the development of TPACK for Chinese online teachers, the TPACK model is constructed, and combined with the needs of Chinese online teachers, it provides a factor for the development of the online teacher and learning platform.