STAKEHOLDER PERSPECTIVES ON DESIGNING ONLINE MATHEMATICS LEARNING FOR SMALL RURAL SCHOOLS
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This qualitative descriptive study explored stakeholder perspectives on designing online mathematics learning for small rural schools in Surin Province, Thailand. Through focus group discussions with 10 participants (1 administrator, 1 teacher, 4 parents, and 4 students), the research utilized the McKenney and Reeves (2012) framework examining problem-related, context-related, and needs-related dimensions. Findings revealed three key themes: (1) Problems—limited technology infrastructure, budget constraints, and insufficient teacher digital competencies; (2) Context—rural location with economic limitations but strong community collaboration; and (3) Needs—continuous support for technology access, teacher professional development, and accessible learning resources. Results indicate that leveraging strengths and opportunities while systematically addressing weaknesses and mitigating threats is essential for developing effective online learning environments that promote educational equity in small rural schools.
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