Effects of the authentic blended learning model in enhancing instructional media production capabilities for pre-service teachers

Abstract

This study aimed to investigate the effects of the authentic blended learning model in enhancing instructional media production capabilities for pre-service teachers. The sample included 50 undergraduate pre-service teachers in the Faculty of Education, Prince of Songkla University (i.e., 23 in the control group and 27 in the experimental group). The instruments were 1) an authentic blended
lesson plan in enhancing instructional media production capabilities for pre-service teachers, 2) test on instructional media production capabilities for pre-service teachers, and 3) a satisfaction survey on the authentic blended learning model in enhancing instructional media production capabilities for preservice teachers. Data were statistically analyzed using arithmetic mean, standard deviation, and a t-test. Results revealed that the pre-service teachers who were exposed to the authentic blended learning model demonstrated higher instructional media production capabilities than the ones in the control group with statistical significance at the level of .05. Furthermore, they were highly satisfied with the constructed learning model, which was implemented with the experimental group (x̅=4.22, S.D. = 0.668).