Thinking Classroom: A Case Study of Education for Empowerment in Thailand


This research aimed to study an integrated approach to learning and teaching of students studying communication arts and empower their potential by exchanging the normal classroom for a thinking classroom. The research method employed for this study the integration of learning and teaching suitable communications for participatory development was a first phase process that included: 1) textual analysis course materials suitable to impart knowledge and meet the goal of developing students’ potential; 2) designing activities and a teaching and learning process that fits with communication for participatory development; 3) taking students to a community to train in a learning environment outside their normal classroom that has similar conditions to actual life as part of the project: “Communications for Participatory Development; 4) having students design activities and campaigns to solve community problems under the concept of participatory communications and 5) measurement and evaluation of learning results. The results of this study in which students participated in the project, “Communication for Participatory Development”, to determine how well a thinking classroom can contribute to student’s developing their potential can be summarized as follows. First, the majority of the students, 62.1 %, felt the project activities were fun or enjoyable. Next, the entire sample, 100%, said they liked the learning process when doing it at an actual site. Finally, 89.7% felt that they developed their ability to think and analyze to the highest level.

Author Information
Nitta Roonkaseam, Phranakhon Rajabhat University, Thailand

Paper Information
Conference: ACE2015
Stream: Student learning

This paper is part of the ACE2015 Conference Proceedings (View)
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Posted by James Alexander Gordon