Using Design-Based Research to Develop Innovation in Open University in Thailand

This paper discusses Design-Based Research (DBR) used to  develop an innovation in a distance university. The innovation focuses on    self-study through technology. It has results in 3 aspects which are 1) Instructors can assess knowledge and prepare the content from both internal and external learning sources in accordance with students’ needs, 2) Students can analyze their ability in order to plan successful online learning by themselves, and 3) Instructional designers can analyze, plan, design activities and select learning resources in accordance with the content and learning behavior. This paper describes the concept of DBR with the sample of "STOU Smartlearn" innovation design which is a smart evaluation system of Sukhothai Thammathirat Open University (STOU).  The innovation was designed based on DBR process. It has been used with students and could be modified to suit students’ needs. The results of the two experiments with undergraduate students in the academic year 2018 and 2019 found that the effect size increased from .27 to .32.</p

An Analysis of Elderly Use of Digital Technology in Thailand

The elderly population is on the rise, globally. It is an age group that should live to their fullest potential to enhance the quality of their life, should be prepared to live life to the fullest in a way that benefits them, their family, and society. The elderly should be able to access digital technology and benefit from it. Therefore, it is necessary to educate the elderly choosing the right kind of digital technology to their quality of life, and protect themselves from cyber threats. This study performs an exploratory factor analysis of digital technology competency. A multistage random sampling method was used to obtain a sample of 225 elderly people in Thailand. The tool used was a questionnaire on digital technology competency, which included 45 questions on a 5-point scale. Data were analyzed using descriptive statistics and exploratory factor analysis. The exploratory factor analysis of digital technology competency for the elderly in Thailand found six important components: 1) use of mobile operating systems, 2) data file management, 3) cloud data management, 4) use of support applications, 5) use of applications for communication, and 6) use of technology for security. Thus, the elderly need to develop online media literacy to safely navigate the Internet while creatively using data found in the virtual domai

Experiment of the Prototype of Online Learning Resources on Massive Open Online Course (MOOC) to Develop Life Skills in Using Technology Media for Hearing Impaired Students

This research aimed to experiment the prototype of online learning resources on Massive Open Online Course (MOOC) to develop life skills in using technology media for hearing impaired students. The research sample were 33 hearing impaired students from Thungmahamek School for the Deaf in secondary school level. Tools included pretest, posttest, and satisfaction assessment form. Data analysis was done by average statistics, standard deviation, and content analysis. The research found that academic achievement scores after the experiment were higher than the scores before the experiment with statistical significance at the level of .05 (t = -12.14, p = .00). The overall students’ satisfaction was at the highest level (X ̅ = 4.53, SD = 0.67). Considering each item, it was found that the up-to-date content has the highest mean (X ̅ = 4.77, SD = 0.48), followed by MOOC learning allowing freedom of study (X ̅ = 4.64, SD = 0.58), the clarity of sign language to describe the content (X ̅ = 4.62, SD = 0.67), and the ease of online access (X ̅ = 4.62, SD = 0.63)

Use of Smart Learning Resource Management Systems for Sustainable Learning

Learning resources are very important to all the stakeholders in the world of education. There is a very large number of learning resources today and they are scattered all over the internet. This study was about the development of a new smart learning resource management system called STOU SmartLearnX, which can locate and pull up digital content from the internet and social media. It has integrated technology to support independent learning via digital media. The system passed quality control evaluation by a panel of 15 experts before being tested on bachelor’s degree students enrolled in an online course emphasizing nanolearning style offered by an open university in Thailand. The 65 sample students testing the system came from Humanities and social science, Science and technology and Health science. They were given a pretest before using STOU SmartLearnX in the course and a posttest after using it, and their mean scores were compared using t-test dependent and one-way ANOVA. Mean posttest scores were higher than pretest scores to a statistically significant degree, but there was no significant difference in posttest scores between the students from the group, indicating that the system can be successfully used for learning in different subject areas. In the future the system may be further developed to make it able to deliver more precise results by utilizing advanced searches and images. Searches should take into account the context and should be responsive

The Using Results of OER Mobile Application to Enhance 21st Century Skills in Information Media and Technology Skills for Humanities and Social Sciences

The purpose of this research was to study the using results of OER mobile application to enhance 21st century skills in information media and technology skills for humanities and social sciences learners. The sample included 33 students who studied in an autonomous university in the Humanities and Social Sciences field. Research instruments consisted of self-assessment form before and after studying, behavior observation form, and assignment evaluation form. Data were analyzed by using mean, standard deviation, dependent t-test, and one way repeated measure.The results showed that information, media and technology skills had average scores after studying higher than before studying with statistical significance at the level of .05 (t = 17.382, p = .000). Students had learning behavior with OER mobile application at very high level (M = 4.52, SD = .26). The analysis of one way repeated measure of assignment evaluation in each period (week 2, week 4, week 6) showed statistically significant at the .05 level

The Using Results of OER Mobile Application to Enhance 21st Century Skills in Information Media and Technology Skills for Humanities and Social Sciences

The purpose of this research was to study the using results of OER mobile application to enhance 21st century skills in information media and technology skills for humanities and social sciences learners. The sample included 33 students who studied in an autonomous university in the Humanities and Social Sciences field. Research instruments consisted of self-assessment form before and after studying, behavior observation form, and assignment evaluation form. Data were analyzed by using mean, standard deviation, dependent t-test, and one way repeated measure.The results showed that information, media and technology skills had average scores after studying higher than before studying with statistical significance at the level of .05 (t = 17.382, p = .000). Students had learning behavior with OER mobile application at very high level (M = 4.52, SD = .26). The analysis of one way repeated measure of assignment evaluation in each period (week 2, week 4, week 6) showed statistically significant at the .05 level.</p

Using Design-Based Research to Develop Innovation in Open University in Thailand

This paper discusses Design-Based Research (DBR) used to  develop an innovation in a distance university. The innovation focuses on    self-study through technology. It has results in 3 aspects which are 1) Instructors can assess knowledge and prepare the content from both internal and external learning sources in accordance with students’ needs, 2) Students can analyze their ability in order to plan successful online learning by themselves, and 3) Instructional designers can analyze, plan, design activities and select learning resources in accordance with the content and learning behavior. This paper describes the concept of DBR with the sample of "STOU Smartlearn" innovation design which is a smart evaluation system of Sukhothai Thammathirat Open University (STOU).  The innovation was designed based on DBR process. It has been used with students and could be modified to suit students’ needs. The results of the two experiments with undergraduate students in the academic year 2018 and 2019 found that the effect size increased from .27 to .32

A Study of Using Smart Book to Enhance Communication Ability for Hearing-Impaired Students

This research aimed to study the use of smart book to enhance communication ability and satisfaction of hearing-impaired students. The content for the research composed of three aspects; 1) Travelling by BTS, 2) Getting a personal identification (ID), and 3) Accessing health care service. The samples were 10 hearing-impaired high school students derived from purposive sampling. The research instruments were smart book, evaluation form of communication ability and questionnaire of satisfaction. The data was statistically analyzed by mean, standard deviation, and content analysis. The research findings were as follow: 1. The evaluation on communication ability found that the students gained the communication ability at the level of “good”. (X ̅=2.84, S.D. = .37) Considering on any item, the students was able to communicate with others with most frequency (X ̅= 3.00, S.D. = 0.00), the less was that the students were able to choose the content for communication (X ̅= 2.90, S.D. = 0.32), and the students were able to apply in real situation, and applied the use of application to others. (X ̅= 2.80, S.D. = 0.42) 2. The evaluation on satisfaction of the students to the smart book found that the quality of smart book was at the level of “most”. (X ̅=4.52, S.D. = .58) Considering on any item, the application for communication ability was valuable for use with the most average (X ̅= 4.90, S.D. = 0.32), the less was that the application was able to search for keywords conveniently and fast (X ̅= 4.80, S.D. = 0.42), and the clarification of using sign language for explaining the content respectively. (X ̅= 4.70, S.D. = 0.48

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