The Development of On-line Learning and Teaching Among Ang Thong Province Teachers by Building School Network Through the Professional Learning Community Process During the Pandemic Covid-19

Abstract

The objectives of this research were 1) to study the problems of learning management for on-line teaching of small school teachers in Ang Thong Province 2) to study the achievement results for on-line teaching of small school teachers in Ang Thong Province by building learning network of schools through PLC (Professional Learning Community) process. 3) to study the satisfaction for the development of on-line teaching of small school teachers, Ang Thong Province by building learning network of schools through PLC (Professional Learning Community) process. The research population consisted of 66 teachers from 4 small schools in Ang Thong Province. The research tools were 1) the local potential analysis interviews 2) the development handbook of on-line teaching 3) the results of achievement before and after the training and 4) the satisfaction form. The statistics used in this research were frequency, percentage, mean, standard deviation and t-test.

The research results showed that:

1. The problems and needs of schools in the network were 1) the learning management of schools was not up-to-date 2) the teachers lacked the knowledge in measurement and evaluation 3) the production of teaching materials in ICT needed more variety 4) the on-line teaching materials in ICT were essential to learning management during the pandemic.
2. The achievement results of workshop training showed that the average before the training was at 20.89 but after the training it was at 27.28 higher than before the training, and the achievement results of workshop, the development of teaching materials video for learning management to promote learning among schools in the network through PLC process had a combined average at 9.19, passingthe benchmark of 80 percent.
3. The satisfaction average was at 4.56 (the highest satisfaction) higher than the benchmark 4.21 at the statistically significant level of .01