THE INTEGRATION OF “HOME, MONASTERY AND SCHOOL” LEARNING ORGANIZATION IN THE STUDY OF LOCAL TOURIST ATTRACTIONS AND CULTURE
DOI:
https://doi.org/10.17770/sie2018vol1.3112Keywords:
classroom instruction, community’s life-long learning, and learning organizationAbstract
The purpose of this study are to study the community’s and the monk’s satisfaction of the knowledge exchanging activity among ‘Home, Monastery and School’ learning organization, and to study the students’ satisfaction of the integration of such learning organization in the study of local tourist attractions and culture. Samples selected purposively include 51 subjects, namely 38 local people, 1 monk and 12 English Major Students attending the knowledge exchanging activity, at the Monastery. The data of this descriptive survey is collected from a questionnaire, and the statistics employed include percentage, mean, and S.D. The study discloses the findings as follows: 1) the overall level of the community’s and the monk’s satisfaction of the knowledge exchanging activity among ‘Home, Monastery, and School’ learning organization is in high level, while the overall students’ satisfaction in the integration of such learning organization in the study of local tourist attractions and culture is in highest level. 2) In terms of item analysis, the aspect of the community’s and monk’s satisfaction in highest level of mean scores includes passing on knowledge to next generation, while the aspect of the students’ satisfaction in highest level include exchanging knowledge in learning organization. It can be concluded that the integration of learning organization in classroom instructions enriches community’s life-long learning and students’ engagement as well as motivation.Downloads
References
Clark, N. (2014). Education in Thailand. World Education News & Reviews. Retrieved from http://wenr.wes.org/2014/03/education-in-thailand
Crane, S. (2009). How to make an oral presentation. Retrieved from http://www.ehow.com/how_5087142_make-an-oral-presentation-html
Kangan, S. (2006). “Teach Less, Learn More,” Kangan Online Magazine. Retrieved from https://www.kaganonline.com/free_articles/dr_spencer_kagan/294/Teach-Less-Learn-More
Krubannok. (2012). “HMS” Home, Monastery, and School; Culture and Thai Community.
Thai Social Stories. Retrieved from http://thai-social-stories.blogspot.com /2012/08/blog-post.html
Kunnu, W. (2013). Teaching speaking skills to adult English language learners through ALM. International Journal of Social Behavioral Education, Economic and Management Engineering, pp. 277-287, vol. 20/14.
McKay, S. (2000). Teaching English as international language: Implications for cultural materials in the classroom. TESOL Journal, vol. 9(4), 7-11.
Melitz, J. (2009). English as a Global Language: Good for Business, Bad for Literature,
Center for Economic Policy Research. CEPR Discussion Paper no. 2055.
Motorola University. (1996). Creating Mindware for the 21st Century. Corporate University Xchange, vol.2/3, May/June 1996.
National Education Act 1999. (1999). Ministry of Education, Thailand. Bangkok: Thai Express Transportation Organization of Thailand Publishing.
Poonsin, P. (2012). Community Participation in Knowledge Management of Art and Culture; a Case Study of Sommanus Community. Research and Development Journal, vol. 4.
Richard-Amato, P. (2010). Making it happen: From interactive to participatory language teaching: Evolving theory and practice,’ 4th ed. White Plains, New York: Pearson.
Ross, D. (1995). A review of Aurbach’s Making Meaning, Making Change: Participatory Curriculum Development of Adult ESL Literacy. Teaching Language as a Second or Foreign Language, vol. 1(3).
Summart, C. (2008). HMS Home, Monastery, and School; Social Interaction. Retrieved from http://www.gotoknow.org/posts/131651
Tamkal, Y. (2014). Home, Monastery and School Influence the Use of Sufficiency Economy to Promote Family Strength. Journal of HRintelligence, vol. 9(1), 12-20.
