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A UNESCO international survey has discovered that 91% of all primary schools worldwide have moved to some form of digital and broadcast remote learning policies. Additionally, in Thailand, 90% of all forms of education have moved to online teaching. However, teachers and students have been thrust into an online education system in which few were prepared. Therefore, given these concerns, the authors devised a study in which Thai student-teacher learning management skills (STLMS) would be evaluated by stakeholders using a needs assessment process. The objectives were 1) to study the present and desired conditions in developing TLMS, 2) to prioritize the desired needs in developing STLMS, and 3) to prioritize the needs and necessities of developing learning management skills of student teachers. The sample consisted of three stakeholders, including 158 student-teacher mentors, 32 student-teacher lecturers, and 320 student-teacher university alumni, totaling 510 teachers. The research tools used a needs assessment form for learning management skills (LMS). Descriptive statistics included percentages, standard deviation, and the modified Priority Need Index (PNImodified). The results identified three TLMS needs as essential. Ranked in importance, these were the ability to develop digital media technology (PNImodified = 0.0744), the ability to develop a learning management plan (PNImodified = 0.0693), and finally, the ability to ability to develop learning measurement and evaluation tools (PNImodified = 0.0691). The study contributes to the literature in that it demonstrated that correctly developed and implemented STLMS can increase online teaching skills significantly.
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