The Effects of Design-Based Learning on Novice Teachers' Active Learning Management Abilities
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| Title: | The Effects of Design-Based Learning on Novice Teachers' Active Learning Management Abilities |
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| Language: | English |
| Authors: | Walaiporn Mektrairat, Weerawat Thaikam |
| Source: | Higher Education Studies. 2026 16(1):11-20. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Secondary Education |
| Descriptors: | Beginning Teachers, Active Learning, Experienced Teachers, Foreign Countries, Graduate Students, Universities, Elementary Secondary Education, Learning Activities, Lesson Plans, Teacher Effectiveness, Teacher Education Programs, Design, Teaching Methods |
| Geographic Terms: | Thailand |
| ISSN: | 1925-4741 1925-475X |
| Abstract: | This study investigated the effects of design-based learning (DBL) activities on novice teachers' active learning management abilities. The Participants included 11 novice teachers and 18 experienced teachers in a master's program. The intervention comprised four sequential DBL phases: problem identification, exploration, design and development, and implementation and revision. Novice teachers' abilities were assessed through lesson plan design and classroom teaching performance using validated assessment rubrics. Results demonstrated that the majority of novice teachers achieved high or very high-performance levels in active learning management. However, assessment-related components consistently scored lower than other instructional areas, revealing three distinct challenges: misalignment between assessment methods and learning activity goals, failures to translate planned assessments into classroom practice, and insufficient orchestration of assessment for both individual achievement and collaborative processes. This study provides evidence that DBL, enhanced through collaborative mentorship with experienced teachers, effectively develops novice teachers' active learning competencies, yet assessment implementation remains a critical area requiring explicit attention. Implications for teacher educators include prioritizing mentor preparation that develops procedural skill in assessment orchestration, and moving beyond conceptual knowledge alone. The short-term design tends to limit conclusions about sustained practice changes; longitudinal research is recommended. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505506 |
| Database: | ERIC |
| Abstract: | This study investigated the effects of design-based learning (DBL) activities on novice teachers' active learning management abilities. The Participants included 11 novice teachers and 18 experienced teachers in a master's program. The intervention comprised four sequential DBL phases: problem identification, exploration, design and development, and implementation and revision. Novice teachers' abilities were assessed through lesson plan design and classroom teaching performance using validated assessment rubrics. Results demonstrated that the majority of novice teachers achieved high or very high-performance levels in active learning management. However, assessment-related components consistently scored lower than other instructional areas, revealing three distinct challenges: misalignment between assessment methods and learning activity goals, failures to translate planned assessments into classroom practice, and insufficient orchestration of assessment for both individual achievement and collaborative processes. This study provides evidence that DBL, enhanced through collaborative mentorship with experienced teachers, effectively develops novice teachers' active learning competencies, yet assessment implementation remains a critical area requiring explicit attention. Implications for teacher educators include prioritizing mentor preparation that develops procedural skill in assessment orchestration, and moving beyond conceptual knowledge alone. The short-term design tends to limit conclusions about sustained practice changes; longitudinal research is recommended. |
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| ISSN: | 1925-4741 1925-475X |
