ABSTRACT
Analytical reading is a necessary cognitive skill for advancing to other skills required in the digital age. Thailand is focused on the instructional development and use of digital media to enhance the digital natives' analytical reading skills, which will assist learners of all ages in effectively and quickly adapting to changes in the digital environment. After the COVID-19 pandemic situation, educational institutions in Thailand have begun to embrace a hybrid learning approach like never before. The limitations of the existing learning process for boosting digital natives' analytical reading skills are the lack of integration between reading techniques, hybrid pedagogies, and emerging learning technologies to enhance learners' seamless learning experiences. Thus, this study aims to propose the Cloud-powered Hybrid Learning process (Cp-HL process) to enhance digital natives' analytical reading skills. This study consisted of two main stages in the research methodology: 1) learning process development;and 2) learning process evaluation. The developed Cp-HL process had four main learning phases: (1) preparation for hybrid learning;(2) presentation for interactive learning;(3) practice with analytical reading;and (4) progress reports on analytical reading skills. All the experts agreed that the newly developed Cp-HL process performed extremely well in terms of overall suitability. © 2023, International Journal of Advanced Computer Science and Applications. All Rights Reserved.
ABSTRACT
The COVID 19 pandemic has affected global education. In Thailand, all educational institutions temporarily closed to prevent the spread of COVID-19. However, teaching and learning still need to be continued. It is necessary to switch the learning activities to online learning. In this study, we designed online learning activities for developing computational thinking (CT) of students and carried out an experiment with 90 participants (first-year students enrolled in a Bachelor of Education Program in educational technology and communications at King Mongkut's University of Technology Thonburi). At the beginning of the experiment, all participants were asked to take a CT test to measure their CT. The test is consistent with other CT tests under validation. During the sessions, all participants were taught by Thunkable. After the experiment, they took the CT test again. The results show that by improving CT through block-based programming projects, students' performance improved significantly. In conclusion, block-based programming and working in pairs are combinations that can potentially help students to perform better, in turn affecting their performance in projects.