Abstract—The purposes of this research were (1) to develop The Instructional Design Flipped Mastery Classroom Model Using Virtual Classroom System with Problem-Based toward Problem Solving Ability and (2) to validate the efficiency of the learning model developed. The research consisted of 4 stages. There were analysis and literature review, front-end analysis, learning model design and the model tool evaluation creation. The samples were 5 experts in the field of flipped Classroom, information technology, and education technology selected by purposive sampling. Data collection tools were the system and the assessment of appropriate model with 5-level rating scale. The statistics used in data analysis were means and standard deviation. The results showed that (1) The Instructional Design Flipped Mastery Classroom Model Using Virtual Classroom System with Problem-Based toward Problem Solving Ability process by system approach consists of 10 inputs factors, 10 process factors, 2 output factors and 1 feedback. And (2) Evaluation of five experts the instruction model has commented instruction model developed in an overview that was the most appropriate (x̅= 4.70, S.D. = 0.42).

Index Terms—Flipped classroom, mastery learning, problem based learning, problem solving ability.

Rukthin Laoha is with Division of Management Information System Faculty of Science and Technology Rajabhat Maha sarakham University, Thailand (email: Rukthin094@gmail.com).
Pallop Piriyasurawong is with Division of Information and Communication Technology for Education Faculty of Technical Education King Mongkut's University of Technology North Bangkok, Bangkok, Thailand.

Cite: Rukthin Laoha, Pallop Piriyasurawong, "The Instructional Design Flipped Mastery Classroom Model Using Virtual Classroom System with Problem-Based toward Problem Solving Ability," International Journal of e-Education, e-Business, e-Management and e-Learning vol. 8, no. 1, pp. 18-25, 2018.