Thai and American Perspectives Towards the Implementation of Instructional Design on the Contemporary Literature Course

Abstract

Contemporary literature course has been extensively designed in various contexts and from various perspectives, including histories, policies, curricula, and practices. However, educational technology has been affected in recent years (e.g., e-learning particularly, contemporary literature teaching and learning dimension). The study aimed to investigate Thai and American perspectives on implementing the instructional design in the Contemporary Literature course regarding content and teaching styles, and potential improvements in teaching and learning skills. The participants were two teachers from two institutes in Thailand and the United States of America who had experience in teaching literature for decades. A semi-structured interview was utilized to gather information about the participants’ views. Each interview lasted approximately 30 minutes. All interviews were audio recorded and later transcribed for analysis. Data were analyzed using a thematic coding method to find significant statements related to the research questions. The findings regarding content and teaching styles indicated that the American participant thought she put the focus on the technological aspect of educating students about the values of physical activity with connection to the indigenous authors’ lifestyles and lifelong learning to promote the learners’ dreams and enjoyment (i.e. self-awareness with global skills). The Thai participant emphasized encouraging the learners to develop good attitudes to become critical readers (i.e., 21st_ century skills). However, peer teaching, cooperative learning, direct instruction, demonstration, and feedback, personal responsibility were highlighted as implemented standards provided by the participants from both countries. Overarching learning goals of contemporary literature course are to initiate and encapsulate the key messages into the framework with transformative competencies; reviews the nature of the knowledge, skills, attitudes and values that young learners will need; and ends with possible curriculum design principles.