The Constructivist Learning Environments Model Enhancing Cognitive Flexibility for Higher Education: Validation Phase

AbstractThe purposes of this research are to examine the internal validation and the external validation of the development of the constructivist learning environments model enhancing cognitive flexibility for higher education. The target group for the internal validation consists of 5 experts, 1 Instructional Designer, 2 Developers of constructivist web-based learning environment, and 6 lecturers. The target group for the external validation consists of 43 second year students studying in Computer education field in the Faculty of Science and Technology at Nakhon Ratchasima Rajabhat University. The Research Developmental Phase II (Richey and Klein, 2007): Model validation is employed in this study. The Results from the Model Validation are revealed as follows. Firstly, for the internal validation, the model has been examined by 5 experts and it is found that the model design is consistent with underlined theories based on Instruction Design theories (ID Theories). Secondly, for the external validation, it exposes that the students learning with model have high levels of cognitive flexibility and achievements. The average scores of cognitive flexibility test are 63.72 percent over the 60 percent threshold. The average scores of achievements test are 74.9 percent over the 70 percent threshold. The students’ opinions toward the development of the constructivist learning environments model enhancing cognitive flexibility are appropriate in all aspects and the model can enhance students’ cognitive flexibility