EXPLORING THE E-LEARNING ENVIRONMENT OF HUMANITIES AND SOCIAL SCIENCES SENIOR HIGH SCHOOL LEARNERS: A GROUNDWORK FOR CREATING ONLINE INSTRUCTIONAL FRAMEWORK
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This study explored the challenges and coping mechanisms of Grade 11 Humanities and Social Sciences learner participants concerning the e-learning environment during the 2021-2022 school years. To achieve the objectives, a sequential exploratory mixed-method design was utilized by conducting interviews with 15 learners and a survey of 30 learners. The qualitative data were analyzed through the thematic analysis of Braun and Clarke (2006) while the quantitative data were analyzed using descriptive statistics such as the frequency, percentage, mean, and standard deviation. The emerging challenges were grouped into four elements namely: (1) self-regulation; (2) teacher instructional delivery; (3) assessments; and (4) modern-day technologies. The identified coping mechanisms were the implementation of useful coping mechanisms for learners and effective self-planning. It was concluded that self-management, teachers’ professionalism, problems with group-based learning, and technological shortcomings were the major challenges encountered by the participants. More so, concentration and focus, adaptation and innovation as well as time management were the top coping mechanisms applied by the participants to their e-learning environment.
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“ข้าพเจ้าและผู้เขียนร่วม (ถ้ามี) ขอรับรองว่า บทความที่เสนอมานี้ยังไม่เคยได้รับการตีพิมพ์และไม่ได้อยู่ระหว่างกระบวนการพิจารณาลงตีพิมพ์ในวารสารหรือแหล่งเผยแพร่อื่นใด ข้าพเจ้าและผู้เขียนร่วมยอมรับหลักเกณฑ์การพิจารณาต้นฉบับ ทั้งยินยอมให้กองบรรณาธิการมีสิทธิ์พิจารณาและตรวจแก้ต้นฉบับได้ตามที่เห็นสมควร พร้อมนี้ขอมอบลิขสิทธิ์บทความที่ได้รับการตีพิมพ์ให้แก่สถาบันการจัดการปัญญาภิวัฒน์หากมีการฟ้องร้องเรื่องการละเมิดลิขสิทธิ์เกี่ยวกับภาพ กราฟ ข้อความส่วนใดส่วนหนึ่งและ/หรือข้อคิดเห็นที่ปรากฏในบทความข้าพเจ้าและผู้เขียนร่วมยินยอมรับผิดชอบแต่เพียงฝ่ายเดียว”
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