The Instruction by Research-Based Learning (RBl) on Design and Development for Learning Innovation Course in Bachelor of Arts Program in Library and Digital Media Management, Phetchaburi Rajabhat University

Abstract

This research aimed to; 1) design instructional approaches using research-based learning to develop learning media and innovations, 2) study students’ learning outcomes, (3) analyze factors affecting the success of educational project development, and (4) evaluate students’ satisfaction in the course Design and Development of Learning Innovation in the Bachelor of Library and Digital Media Management Program at Phetchaburi Rajabhat University. The purposive sample comprised six second-year students enrolled in the course. Research instruments included: 1) lesson plans based on research-based learning, 2) a knowledge and understanding test, 3) observation records of learning behavior and innovation development, and 4) a student satisfaction evaluation form. The study was conducted in 2 stages: 1) developing lesson plans by studying the curriculum, course objectives, and expected learning outcomes, followed by quality assessment by three experts, and 2) implementing the lesson plans with the sample group while collecting data on learning outcomes, observed behaviors, and student satisfaction. Quantitative data were analyzed using descriptive statistics, and qualitative data were analyzed through content analysis. The findings revealed that: 1) the developed lesson plans were of high quality in all aspects, including content, objectives, learning materials, assessment, and learning process; 2) some students successfully developed innovations that could be practically applied and achieved high learning outcomes; 3) factors contributing to success included students’ determination, responsibility, information searching and synthesis, communication with instructors and peers, and skill development outside class, while factors for failure included lack of responsibility and inability to adapt to suggestions; and 4) students’ satisfaction with the learning management was high, especially regarding course content and instructor engagement.