Development of Personal Knowledge Management System with Learning Contract and Peer Assisted Learning for Enhance Academic Work of Graduate Students

The purpose of this study was development of personal knowledgemanagement system using learning contract and peer-assisted learning to enhance academic task of graduate students. The research and development (R&D) process was divided into four phases: 1) studied, analyzed and synthesized related documents and interviewed the experts’ opinions concerning components and stepsof personnel knowledge management process, learning contract process and peerassisted learning process 2) developed a prototype of personnel knowledge management system for learning communities using learning contract and peerassisted learning 3) studied the effects of the system for six weeks and 4) proposedthe personnel knowledge management system using learning contract and peerassisted learning. The instruments used in this research consisted of document management system, blog system, rubric for academic writing, a product evaluation form, and an after action review form. The populations of this experiment were graduate students of Department of Education Technology Faculty of EducationChulalongkorn University, who enrolled the course of Research in Educational Technology and Communications. Quantitative statistics used in this study were frequency distributions, percentage, mean, standard deviation and Wilcoxon Matching Pairs Signed-Ranks Test. The research findings indicated that: 1. The developed process composed of three components: 1) people including graduatestudent teacher and peer as experienced student 2) learning contract and 3) technology for personal knowledge management. 2. The developed process composed of four steps: 1) preparation 2) process 3) presentation and 4) evaluation. 3. There were significant differences between pretest and posttest personnel knowledge skill scoring at the .05 level. The overall academic works developed by the samples were evaluated at a good level

Face to-Face and Online Learning: Some Reflections on Learner-Centered Learning

This paper aims to present the reflections of the authors on how they design and manage courses for face-to-face and online programs for graduate students.  Using the principles of learning-centered design, they revisited how they organized and managed their courses. Designing and managing courses consider various aspects such as: the flexibility of the content of the course; the use of technology; the learner support and environment; and the design of assessments.  They concluded that although the approach and strategies between face-to-face and online courses may be different, it is always important to consider the profile of the learners and cater to their needs. Moreover, they also recognize that technology plays an important role in designing learner-centered courses.  They recommend that digital skills of educators should be further developed to enable them to design and manage learner-centered courses

The Different Roles of Help-Seeking Personalities in Social Support Group Activity on E-Portfolio for Career Development

Social Support plays a crucial role between recipients and service providers. It is a strong contributor in reducing the level of uncertainty in a situation, in both relationships with one’s own self, as well as relationships on other levels. It can also be used within a group activity system such as E-Portfolio development. One example of this being the support provided to learners who have reflected on their own experience during a period of transition. However, it is possible that some of the learners who participated in the social support group activity may not have been familiar with the community and may have acted differently, changing their help-seeking style within the group. This research used Activity theory as a tool to define the activity structure and aimed to focus on the working behavior among members of a social support group with different help-seeking personalities. The experiment also revealed the effects of E-portfolio development on self-efficacy skills in career-based decision-making, based on different help-seeking personalities using Pretest–Posttest Nonequivalent Control Group design. Upper secondary school students in Thailand were used as the population in the research. Participants in this study were also students under Royal patronage in grade 11 (n = 80) and there were students from each region of Thailand. These participants attended the guidance and preparation summer camp in collaboration with Chulalongkorn University. It is revealed by the findings that the statistically significant difference is at the level of .05 in Autonomous help-seeking learners and within the subgroup 3, which included Autonomous and Dependent help-seeking learners. The help-seeking personality working styles in the support group are discussed

The Correlation of Open Learning, Collaboration, Learning Tools, and Creative Problem Solving by Graduate Students in Thailand

Objectives of this research study were to investigate the correlation and forecast the independent variables of the correlation of opinions regarding open learning, collaboration, creative problem solving and usage level of teaching and learning media for graduate students in Thailand. It was a quantitative research study which used a questionnaire to collect data. The question items in the instrument were check listed and a rating scale was established which had been approved for validity by an expert. The samples consisted of 419 higher education students from 16 universities using correlation analysis and multiple regression analysis. Research Findings 1 determined: Open learning was positively related to team working and willingness to work with others, group discussion behaviors, usage of teaching and learning media, and creative problem solving abilities. The highest results included the correlation of group discussion and creative problem solving abilities at 609**. Finding 2 included: Applied statistics methods including coefficient correlation analysis and multiple regression analysis were used to analyze open learning, group behavior, usage of teaching and learning media, creative problem solving abilities and resulted with the forecast equation showing creative problem solving abilities = .524, open learning = +.111, team working = + .317 , duty to work with others = + .099, group discussion behavior = * + .371, usage level of teaching and learning media = +. 08

The Different Roles of Help-Seeking Personalities in Social Support Group Activity on E-Portfolio for Career Development

Social Support plays a crucial role between recipients and service providers. It is a strong contributor in reducing the level of uncertainty in a situation, in both relationships with one’s own self, as well as relationships on other levels. It can also be used within a group activity system such as E-Portfolio development. One example of this being the support provided to learners who have reflected on their own experience during a period of transition. However, it is possible that some of the learners who participated in the social support group activity may not have been familiar with the community and may have acted differently, changing their help-seeking style within the group. This research used Activity theory as a tool to define the activity structure and aimed to focus on the working behavior among members of a social support group with different help-seeking personalities. The experiment also revealed the effects of E-portfolio development on self-efficacy skills in career-based decision-making, based on different help-seeking personalities using Pretest–Posttest Nonequivalent Control Group design. Upper secondary school students in Thailand were used as the population in the research. Participants in this study were also students under Royal patronage in grade 11 (n = 80) and there were students from each region of Thailand. These participants attended the guidance and preparation summer camp in collaboration with Chulalongkorn University. It is revealed by the findings that the statistically significant difference is at the level of .05 in Autonomous help-seeking learners and within the subgroup 3, which included Autonomous and Dependent help-seeking learners. The help-seeking personality working styles in the support group are discussed

A Trackable Augmented Learning Media System for a Higher Education Level

Learning material is a factor that affects to a performance of a teaching and learning with learning management system, so this research presents a trackable augmented learning media system that contains with trackable learning material and a cloud based learning management system (LMS). The trackable learning material is combined with a printed book and a mobile application. An application augments a virtual reality to a printed book, keeps student learning log and sends to the LMS. The proposed LMS contains only required function to work with trackable learning material which are a teacher registration, a classroom management and a reports generation. Teacher need to operate with LMS manually. Reports of the LMS are automatically generated by collected students’ learning log. Reports show a performance and behavior of a students and teachers can use that information to adjust a pedagogy to be consistent with their students

A Learning Process Model to Enhance Digital Literacy using Critical Inquiry through Digital Storytelling (CIDST)

Digital literacy is important because it is the underpinning influence that sustains an individual’s competent and purposeful use of digital technology in education. Having digital literacy requires more than just the technical ability to operate digital devices properly; it also comprises a variety of skills that are utilized in executing tasks in digital environments, such as information skills, socio-emotional skills, cognitive skills and reproduction skills that the learner needs to master in order to use digital environments effectively. This research aim is to propose a learning process model to enhance digital literacy using critical inquiry through digital storytelling (CIDST). The research methodology was divided into two phases: the first phase involves document analysis and synthesis to develop the learning process model and the second phase involves evaluating the suitable learning model by experts. From the results, we anticipate that our learning process model could be used for reference on the part of teachers planning and implementing instructional activities to enhance the digital literacy of undergraduate students