View in EDS

The Effects of Design-Based Learning on Novice Teachers' Active Learning Management Abilities

Saved in:
Bibliographic Details
Title: The Effects of Design-Based Learning on Novice Teachers' Active Learning Management Abilities
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1505506
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1505506
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Effects of Design-Based Learning on Novice Teachers' Active Learning Management Abilities
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Walaiporn+Mektrairat%22">Walaiporn Mektrairat</searchLink><br /><searchLink fieldCode="AR" term="%22Weerawat+Thaikam%22">Weerawat Thaikam</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Higher+Education+Studies%22"><i>Higher Education Studies</i></searchLink>. 2026 16(1):11-20.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 10
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Experienced+Teachers%22">Experienced Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Plans%22">Lesson Plans</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Design%22">Design</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Thailand%22">Thailand</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1925-4741<br />1925-475X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1505506
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1505506
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 11
    Subjects:
      – SubjectFull: Beginning Teachers
        Type: general
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Experienced Teachers
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Universities
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Learning Activities
        Type: general
      – SubjectFull: Lesson Plans
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Design
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Thailand
        Type: general
    Titles:
      – TitleFull: The Effects of Design-Based Learning on Novice Teachers' Active Learning Management Abilities
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Walaiporn Mektrairat
      – PersonEntity:
          Name:
            NameFull: Weerawat Thaikam
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 1925-4741
            – Type: issn-electronic
              Value: 1925-475X
          Numbering:
            – Type: volume
              Value: 16
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Higher Education Studies
              Type: main
ResultId 1