TECHNIQUES FOR TEACHING AND LEARNING ONLINE FORMAT, GEN0315 COURSE, LIFE TO STOP OBESITY

Abstract

This study’s objectives are to examine the current state, problems, and needs for
organizing learning activities, as well as teaching management techniques for an online format
of the GEN0315 “Life to Stop Obesity” course; to design and implement learning activities for
students registered in the program; and to evaluate the learning activities in terms of the
students’ satisfaction. Questionnaires were answered by 2 teaching professors, 1 teaching
assistant, and students registered for the course in the academic year of 2021 of Suan Sunandha
Rajabhat University. 356 students took the survey before the commencement of the course,
and 829 students did after the completion of the course. 400 students also took a separate survey
regarding their satisfaction. The questionnaires were distributed online. Frequency and
percentage statistics were calculated, and the answers were analyzed.
Results indicated that:
1. In the study of the current state, problems, and needs for organizing learning activities
for students who registered in the “ Life to Stop Obesity” course, several motivations for
registering for the course were found. 42 per cent of the students wished to learn the corrects
ways to control their body weights; 21 per cent wished to take better care of their health; 36
per cent wished to learn how to get healthier, lose weight, and maintain a better physique; and
34 per cent wished to learn about techniques and ways to lose weight. In terms of learning
activities, 41 per cent of the students preferred a combination of lectures, class activities, group
activities, games and quizzes. In terms of the course content, 40 per cent of the students
preferred that the course focused more on food selection, nutrition, and on healthy diets. 35 per
cent of the students took surveys regarding their satisfaction in the course.
2. As a result of the inclusion of learning activities for students in the “Life to Stop
Obesity” course, the mark scheme was changed from the 50:50 format – where 50 per cent of
the mark came from a mid-term examination, and the other 50 per cent from a final examination
– to a 30: 30: 40 format. In the latter, the final exam yielded 30 per cent of the overall mark,
individual projects yielded another 30 per cent, and quizzes yielded the remaining 40 per cent.
3. In terms of practical implementation of the designed learning activities, highly
positive feedback was received, judging from the fact that the course was registered for to its
full capacity.