The Development of the Blended Learning Model Using Rotating Stations (BLRS) in the Case of a Small Elementary School

Abstract

In the age of digital technology, students must adapt to numerous learning modes. Students should utilize multiple learning strategies and adapt to the digital age. Numerous institutions have acquired technology for classroom application. Although this is the case for smaller elementary schools with limited technological apparatus, a blended learning model must be implemented effectively. This research aimed to develop a blended learning model with rotating stations (BLRS) for a small elementary school. The researcher combined research and development techniques with a formative approach to producing a model suitable for a small elementary school. The objective of this study is to 1) develop a blended learning paradigm for small elementary schools based on learning station rotations. 2) Employ and enhance the BLRS model. The research was divided into two phases: Phase 1, the development of the model through the study of approaches by interrogating seven key informants, and the model's design. In phase two, the formative research methodology is utilized and enhanced to prepare a learning management plan and evaluate the model's feasibility and suitability by twelve experts. The sample comprised fifteen fifth- and sixth-grade students from Thailand's Kaminpatanawit School. The findings indicate that the BLRS model comprises four phases. 1) instructional leadership, 2) integrated approaches, 3) conclusions, and 4) relaxation. Individual learning stations, where students work individually, and group learning stations, where students receive assignments in groups, are the three learning stations in blended learning. Suitability (mean = 4.14, SD = 0.484), feasibility (mean = 3.97, SD = 0.556), and utility (mean = 4.40, SD = 0.516) were the outcomes of the BLRS model evaluation. The majority of students had strong problem-solving skills.