The Influence of The POCCC Model and Hybrid Teaching Styles on University Teaching Development

Liang ShengDong(1*), Wannaporn Siripala(2), Khoirul Anwar(3)


(1) Department of Education and Society, Institute of Science Innovation and Culture, Rajamangala University of Technology Krungthep, Bangkok, Thailand
(2) Department of Education and Society, Institute of Science Innovation and Culture, Rajamangala University of Technology Krungthep, Bangkok, Thailand
(3) Department of Education and Society, Institute of Science Innovation and Culture, Rajamangala University of Technology Krungthep, Bangkok, Thailand
(*) Corresponding Author

Abstract


The research aims to explore how the POCCC model influences teaching effectiveness and student engagement, to analyze correlation between student engagement and hybrid teaching styles, and to analyze the academic discipline, teaching experience, and how POCCC model utilization affects effectiveness. The Target group is 100 teachers with teaching experience and 500 students from Dongguan City University. The research instrument is the questionnaire for teachers and the questionnaire for students. Statistics are mean, standard deviation, correlation, and regression analysis. Results are that all teachers are Faculty Usage of the POCCC Model and Faculty Adoption of Hybrid Teaching Styles with moderate level, all teachers are teaching effectiveness and future needs with moderate level, all students have
student experiences with the POCCC Model and the hybrid teaching styles with moderate level, mean = 3.02 and standard deviation = 1.42, all students have student experiences and learning outcomes with moderate level, Student engagement and hybrid teaching styles have Pearson correlation with 0.547, Equation; Effectiveness = 1.768 + 0.262 POCCC Model Utilization + 0.491 Teaching Experience + 0.078 Academic Discipline.

Keywords


POCCC Model, Hybrid Teaching, Teaching Effectiveness, Student Engagement, Faculty Development

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