Development of Learning Outcome Based E-Portfolio Model Emphasizing on Cognitive Skills in Pedagogical Blended E-Learning Environment for Undergraduate Students at Faculty of Education, Chulalongkorn University

AbstractThis research aims to develop the learning outcome based e-portfolio model that emphasizes cognitive skills in pedagogical blended e-learning environment. The model was developed based on the survey of 360 students, and the interview from 3 administrators and 12 instructors at Faculty of Education, Chulalongkorn University, Thailand. Then, it was tested by 36 undergraduate students at Faculty of Education. Analysis of repeated measures ANOVA indicated that there was statistical difference at .05 level of significant. Then, the model was approved by the experts. Accordingly, the results showed that the model should consist of 6 elements along with 8 steps

The Factors Affecting Innovative Behavior: An Employee Assessment System Based on Knowledge Creation

Organizations thrive on the innovative behavior of their personnel, but the specific factors that influence such behavior are not widely established, especially in the Thai context. An examination of the literature reveals that the knowledge management (KM) process, which has its basis in the process of knowledge creation known as the SECI process, serves to promote innovative behavior and is a key driver of competitive advantage within innovative organizations. This research study sought to determine which factors account for success in innovation, and to establish an assessment system to evaluate employee innovation. The study sample comprised 500 employees from companies operating in the technology sector. Confirmatory factor analysis (CFA) was carried out, and an eight-factor model was formulated on the basis of the available data. The eight factors in the model were determined to have a significant influence on the success of innovative behavior observed in Thai companies. The relevant factors comprised Sharing of knowledge (SK), Self-efficacy (SE), Problem solving skills (PS), Collaboration ability (CA), Culture of innovation (CI), Organizational support (OS), Culture of learning (CL), and Executive leadership (EL). Within the organizational context, the findings reveal the statistically significant contribution of Sharing of knowledge, Culture of innovation, Organizational support, and Self-efficacy in the promotion of innovative behavior. The study results may prove helpful for organizations wishing to assess the innovative capabilities of their staff, while the success factors may be implemented within organizations through the practical application of an assessment system. Also, by filling a research gap in the literature review, this work will be beneficial to academics and researchers in order to better promote innovative behavior. Doi: 10.28991/HIJ-2023-04-01-012 Full Text: PD

The Effects of 4c/Id-Based Adaptive Procedural Simulation on Safety Awareness in Undergraduate Students Majoring in Gems and Jewelry

Researchers had developed 4C/ID-based Adaptive Procedural Simulation (4C/APS) Learning System, which was an adaptive learning system based on van Merriënboer's four-component instructional design with procedural simulation in jewelry production. The goal of the system was to promote learner’s safety awareness, which comprises of three aspects: 1) awareness of hazardous environment, 2) awareness of responsibility, and 3) awareness of rules and regulations. To test the effects of the learning system on learner’s safety awareness, an experiment was conducted on 26 undergraduate students majoring in gems and jewelry at Poh-Chang Academy of Arts. The 4C/APS learning system was implemented in “Metalware and Jewelry Making 2” course for the duration of 8 weeks. The result found that even though the average pretest score had been as high as 4.289 out of 5.000, the posttest mean score increased to 4.761. Paired samples t-test confirmed significant increases from pretest to posttest in safety awareness with p<.001

Open Online Assessment Management System Platform and Instrument to Enhance the Information, Media, and ICT Literacy Skills of 21st Century Learners

Information literacy (IL), media literacy (ML), and information communication and technology literacy (ICT Literacy: ICTL) are some of the most important skills for 21st century learning and which help promote other skills, including life and career skills and learning and innovation skills. This kind of learning allows students to connect as a learning network without barriers or borders. It fully supports the use of equipment and technology to develop the skills necessary for life. The purpose of this research study is two-fold: first, to develop a research-based Open Online Assessment Management System (OOAMS), and second to develop the standardized measurement for an assessment of IL, ML, and ICTL for higher education learners. The sample group consists of 2,300 higher educa-tion learners and the methodology was divided into 3 phases: (1) developing the conceptual framework, definition, and features of IL, ML, and ICTL for higher education learners; (2) examining requirements, designing wireframes, and de-veloping an OOAMS for higher education students; and (3) testing the quality of OOAMS for IL, ML, and ICTL using exploratory factor analysis (EFA) and confirmation factor analysis (CFA) statistical methods. The research result found that, first, the specific features of the system included development using PHP and MySQL database and the design to interact with users with a responsive UI framework. The system is compatible with MOOCs and the Open edX platform, or can be used as a stand-alone application. It can create, share, copy, and extend both Likert scales and rubrics evaluation forms. It can also generate reports in both CSV and PDF formats. Secondly, the results of this research provided a standardized measurement for assessing IL (49 items), ML (63 items), and ICTL (69 items). Also, it can be improved or enhanced for online learning in a ubiqui-tous learning context such as e-learning, blended learning, virtual learning and MOOCs effectively

Empowering Global Citizens with Digital Literacy: Modeling the Factor Structure

Digital literacy is an important skill for global citizens to possess in the 21st century in the creation of information media using appropriate digital tools. The purpose of this research is to investigate the components of digital literacy of global citizens using a second-order confirmatory factor analysis. The key finding of this research was that the digital literacy of global citizens consisted of four components: (1) Self-initiation, (2) Trendiness, (3) Usefulness, and (4) Good attitude. The study found that the factor loading of all latent variables was positive, ranging from 0.82 to 1.06. The trendiness component had the highest factor loading (β = 1.06), followed by the self-initiation component (β = 0.87), the usefulness component (β = 0.86), and the good attitude component (β = 0.82), respectively. Participants in this study consisted of 633 higher education students selected from a nationwide survey representing populations in six regions of the country using a multistage sampling method. The results of the study found that the trendiness component had the highest factor loading, followed by self-initiation, usefulness, and good attitude. Therefore, to promote digital literacy, when designing learning or learning tools, self-learning should be emphasized together with the use of smart wearable devices to provide flexible learning. Students will thus be able to learn anywhere anytime according to their individual needs, and this also maximizes their good attitudes toward the digital literacy. This study contributes to the understanding of the components of the digital literacy of global citizens. It can provide policymakers and educators insight into the critical skills needed in the 21st century toward the creation of information media using appropriate digital tools in Thai higher education

Students’ Beliefs Regarding the Use of E-portfolio to Enhance Cognitive Skills in a Blended Learning Environment

This paper reports on a quantitative study on ICT readiness among undergraduate students in Thailand, students’ beliefs about use of e-portfolios in the Blended Learning Environment (BLE), and students’ beliefs about using e-portfolios to enhance their cognitive skills in the BLE. The sample group comprised 360 undergraduate students, divided by study fields. The data collection tool was a questionnaire of students’ beliefs. The reliability value of the questionnaire was 0.889. Data was analyzed using statistical analysis and f-test. The beliefs and needs were ranked by PNI modified. The research found that every student had a computer connected to the Internet. The analysis results of students’ beliefs about the use of e-portfolios in the BLE were positive and the top five results were: (1) learning by creating work, (2) enhancing creativity, (3) enhancing the problem solving skill, (4) enhancing critical thinking, and (5) enhancing authentic assessment. The current state of using e-portfolios to enhance cognitive skills in the BLE was at average level, while the needs were at the high level

Engaging Virtual Learning Environment System to Enhance Communication and Collaboration Skills among ASEAN Higher Education Learners

The study aims to design and develop a Virtual Learning Environment (VLE) system to enhance the communication and collaboration skills of higher education learners in the ASEAN cultural community. The system was developed based on a literature review of ASEAN to identity its educational goals for 2015, as well as the subjects of open learning, VLE, active learning, activity based learning, ASEAN cultural community, and collaboration and communication skills in 21st century. The results of the literature review were developed into a questionnaire for 400 higher education instructors. The survey results were then tabulated using G* Power and were analyzed using Exploratory Factor Analysis (EFA) to find the core elements to be developed to be an appropriate VLE system. The resulting system was tested using a sample group of 30 volunteer undergraduate students from 5 ASEAN member countries. Data analysis using t-test dependent indicated that there was statistical difference between pre and post self-assessment scores of the 21st century skills in communication and collaboration at a 0.05 level of significance. The result was consistent with the results of behavior and trace observations and the quality of project assignments produced using the system. The system developed consisted of four elements was approved by experts in the education field