Blended Teaching Model Development for College English Reading Course Based on Unipus Platform
Item
ชื่อเรือง
Blended Teaching Model Development for College English Reading Course Based on Unipus Platform
ผู้แต่ง
Cheng Qipin
หัวเรื่อง
Blended learning
English language -- Study and teaching (Higher education)
Reading comprehension -- Study and teaching
Educational technology
รายละเอียดอื่นๆ
This study aimed to develop a Blended Teaching Model (BTM) for College
English Reading Courses using the Unipus platform to address the limitations of
traditional teaching methods. The model incorporates nine essential elements:
teaching objectives, content, methods, process, environment, resources, activities, evaluation, and time allocation. A mixed-methods approach was employed, combining literature review, expert interviews, and surveys to develop, valuate and implement the model.
Expert evaluations revealed that all 9 elements met the selection criteria
(Mnd ≥ 3.5 and IQR≤1.5), demonstrating a high degree of consensus. Critical teaching objectives such as understanding complex texts (100%) and increasing reading enthusiasm (88.89%) were emphasized. Techniques like flipped classrooms and synchronous-asynchronous learning were strongly supported, with 100% of experts endorsing comprehensive course planning and the integration of physical classrooms with online platforms. Evaluation methods targeting engagement and reading comprehension were also unanimously endorsed, while time allocation saw varied support, with 77.78% favoring an equal split between online and offline learning.
Teaching experiments confirmed the model’s impact on learning outcomes.
Pre-test scores showed no significant difference between the experimental group (EC: 61.52) and control group (CC: 60.78). Post-test results, however, demonstrated significant improvements in the EC group (80.25) compared to the CC group (71.04). A paired t-test indicated significant progress for both groups, with the EC group achieving greater gains (p<0.01), and an independent t-test revealed a significant mean difference of 9.21 (p<0.01). Students expressed high satisfaction with the model, averaging 4.56
out of 5, particularly appreciating its interactive and flexible environment.
The findings highlight the effectiveness of the BTM in enhancing academic
performance, critical thinking, and student engagement. Theoretically grounded in humanism, constructivism, and cooperative learning theories, this research provides a scalable framework for improving English reading courses in higher education, offering significant contributions to modern pedagogy.
Keywords: Blended teaching, College English Reading, Unipus Platform
English Reading Courses using the Unipus platform to address the limitations of
traditional teaching methods. The model incorporates nine essential elements:
teaching objectives, content, methods, process, environment, resources, activities, evaluation, and time allocation. A mixed-methods approach was employed, combining literature review, expert interviews, and surveys to develop, valuate and implement the model.
Expert evaluations revealed that all 9 elements met the selection criteria
(Mnd ≥ 3.5 and IQR≤1.5), demonstrating a high degree of consensus. Critical teaching objectives such as understanding complex texts (100%) and increasing reading enthusiasm (88.89%) were emphasized. Techniques like flipped classrooms and synchronous-asynchronous learning were strongly supported, with 100% of experts endorsing comprehensive course planning and the integration of physical classrooms with online platforms. Evaluation methods targeting engagement and reading comprehension were also unanimously endorsed, while time allocation saw varied support, with 77.78% favoring an equal split between online and offline learning.
Teaching experiments confirmed the model’s impact on learning outcomes.
Pre-test scores showed no significant difference between the experimental group (EC: 61.52) and control group (CC: 60.78). Post-test results, however, demonstrated significant improvements in the EC group (80.25) compared to the CC group (71.04). A paired t-test indicated significant progress for both groups, with the EC group achieving greater gains (p<0.01), and an independent t-test revealed a significant mean difference of 9.21 (p<0.01). Students expressed high satisfaction with the model, averaging 4.56
out of 5, particularly appreciating its interactive and flexible environment.
The findings highlight the effectiveness of the BTM in enhancing academic
performance, critical thinking, and student engagement. Theoretically grounded in humanism, constructivism, and cooperative learning theories, this research provides a scalable framework for improving English reading courses in higher education, offering significant contributions to modern pedagogy.
Keywords: Blended teaching, College English Reading, Unipus Platform
ผู้จัดพิมพ์/สำนักพิมพ์
Bansomdejchaopraya Rajabhat University. Office of Academic Resources and Information Technology
ผู้ร่วมสร้างรรค์ ผู้ร่วมงาน
Nutdanai Singkhleewon
Sombat Teekasap
Sirigarn Phokheaw
วันที่ ปีที่จัดพิมพ์
2024
วันที่ผลิต วันที่จัดทำ
2025-04-27
วันที่ปรับปรุงข้อมูล
2025-04-27
วันที่เผยแพร่
2025-04-27
ประเภท
thesis
รูปแบบ
application/pdf
แหล่งที่มา
TH 428.0071 C518B 2024
ภาษา
eng
ลิขสิทธิ์
Bansomdejchaopraya Rajabhat University
Degree (name, level, descipline, grantor)
Degree of Doctor of Philosophy
Doctoral degree
Technology and Innovation Management
Bansomdejchaopraya Rajabhat University
คอลเลกชั่น
Cheng Qipin, “Blended Teaching Model Development for College English Reading Course Based on Unipus Platform”, Bansomdejchaopraya Rajabhat University. Office of Academic Resources and Information Technology, 2024, คลังข้อมูลประชาสัมพันธ์ มหาวิทยาลัยราชภัฎบ้านสมเด็จเจ้าพระยา, accessed May 11, 2025, http://202.29.54.157/s/information/item/3284