Development of a Service-Learning Model Based on Blended Learning Method to Enhance Critical Thinking for Students in Higher Education

The purpose of this research was to develop a service-learning model based on blended learning method to enhance the critical thinking for students in higher education. A content analysis was performed on papers collected from the literature related to this kind of model. The findings from the analysis were used to construct a draft model. Then, the draft model was evaluated by 5 experts in instructional management with an evaluation form for analyzing data collected from a focus group discussion of those experts, and the results were used to construct the final model. The statistics used in the analysis were mean ( ), standard deviation (S.D.) and percentage.  The draft model achieved a high level of appropriateness of  = 4.29 with S.D. = 0.46 from the experts’ evaluation. Both the draft and final models consisted of 5 components: 1) collaboration, 2) preparation, 3) process, 4) assessment and 5) reflection, but the final model  incorporated suggestions from the focus group discussion regarding instruction method, process learning and community selection

Space Learning Model for Flipped Classroom: Startup to Improve Learning and Innovation Skills in Higher Education

This research objectives were to: (1)study the problems of current learning management from five instructors teaching in Software Engineering course by using a semi-structured interview form and the in-depth interviews; (2) examine the level of opinion of 204 students who had studied a Software Engineering course, related to the problems of learning management and learning behaviour in higher education; and (3)find the guidelines for a model of learning management from seven experts on education by using focus group discussions. The data were analysed through the content analysis and descriptive statistics. The findings showed that instructors lacked a variety of processes to transfer knowledge and lacked the motivation to encourage students to acquire learning and innovation skills. The opinions of the students indicated a problem in the measurement and evaluation that emphasised only the final examination, a lack of effective communication in interactions between the students and the instructor in the classroom, and a lack of practice in thinking and problem-solving skills, both in and outside the classroom. The behaviour of the students showed that there was a problem in the students’ preparation before class, as well as a lack of knowledge application. From the results of this research, a model for learning management in 5 steps was obtained, including Stimulation, Peer Coaching, Action, Construct Skills and Evaluation

The Development of Stem Education on Multimedia Applications for Presentations for Vocational Certificate

This paper reports on research that aimed (1) to plan a STEM class for Multimedia Applications for Presentations, a subject for vocational students in the Business and Computing Program of Chetupon Vocational School; (2) to compare students’ achievements within the STEM class with those of a traditional class, and (3) to study the satisfaction of students with the STEM class. Thirty-eight first year vocational students were chosen to participate in this experiment using the cluster random sampling technique. The research tools used consisted of lesson plans, a STEM course quality evaluation form, a student satisfaction evaluation form. an assignment evaluation form, and a learning achievement evaluation form. This study found that: (1) the quality of the teaching plan in the STEM course was very good (M= 4.66, with an efficiency of 80.03/81.94; (2) the vocational students who participated in the STEM class achieved higher results than the students in traditional class with statistical significance at the 0.05 level; and, (3) the students’ satisfaction with the learning activities in the STEM course was high (M = 4.46)

The relationship between academic performance and motivation level in e-learning among Thailand university students

E-learning has been extensively implemented in universities and motivation is one of the important factors contributing the successful learning. However, few studies focus on the relationship between student motivation level and academic performance in e-learning. Therefore, we explored the relationship between motivation and academic achievement among students in Thai universities. 115 social science students filled in an instructional materials motivation survey and the data was analyzed by using SPSS software. The majority of students were found to have upper to medium motivation levels in e-learning. Further, there was a weak, positive correlation between motivation level and academic achievement, but it was not statistically significant. More results are discussed in this paper

Promoting Undergraduate Creativity and Positive Learning Outcomes through a Design Thinking and Visual Thinking Teaching Model

This research aimed to compare creativity and creative performance between an experimental group and a control group studying through the author developed design thinking and visual thinking learning model (DTVTM). Cluster random sampling use determined the sample group, which consisted of a 40 student experimental group and a 40 student control group. The DTVTM learning model was developed as an Infographic Design Creativity Course. Student assessment was measured using the Torrance Tests of Creative Thinking (TTCT) and the Creative Product Analysis Matrix (CPAM). Descriptive statistics analysis included the mean, standard deviation (SD), and one-way multivariate analysis of variance (MANOVA). The hypotheses testing determined that there was no statistically significant difference in creative thinking between groups. However, the creative performance abilities of the DTVT Model earning group were higher than the control learning group at the .05 level. The paper contributes to the research for multiple reasons. First, it confirms that creative performance can be taught through an easy-to-understand and use online format. Second, the author developed the DTVT learning model that influences creative outputs that exhibit novelty, problem-solving, and aesthetic qualities, primarily through digital tools to support learning. Third, the model encourages students to be more motivated to design creative works, promoting effective learning

Analysis of Scholarly Communications of Students on Twitter

As part of an applied activity of a university course in Japan, a total of 65 students posted messages on Twitter regarding global issues to expand the scope of scholarly communication with social users on Twitter. The students’ motivations to learn about world issues were evaluated using a standard questionnaire developed under the attention, relevance, confidence, and satisfaction (ARCS) model. Thereafter, students’ connections were categorized into three types: crossing, private, and isolation. A one-way analysis of variance test and multiple comparison test showed a significant result—students with higher levels of motivation could communicate with users in other communities of the crossing type. In this study, we tried for the first time to utilize social network analysis and exponential random graph models to investigate the motivation and structures of scholarly connections on Twitter. Although students selected social users as targets for tweeting, most students who had reciprocal ties with these users did not contribute to the expansion of the community. Since the requirement to be a popular user was explicated by focusing on a remarkable student in the community, the inner-community enhancement of increasing ties among students was concluded for developing social capital in the community

The Importance of Sharing, Caring and Collaboration in Thai Teacher Competency Development through Online Professional Learning Communities

Due to the global COVID 19 pandemic, education in Thailand is undergoing a radical transformation in which state funds are moving from traditional schools to information communication technology (ICT) based education systems that support the development and teaching of online courses. As such, stress and workloads have increased significantly, even leading to student protests over the required conditions for online learning. Therefore, a systematic literature review was conducted to establish which components were most effective in an online professional learning community (OPLC) that supports the development of teacher competencies under the conditions now referred to as the 'New Normal .'From the analysis, six common themes were identified. These included 1) shared values and vision, 2) collaborative teamwork, 3) practice and cooperative learning, 4) a caring community, 5) shared leadership, and 6) supportive technology. After that, from the input of 30 teacher volunteers in five groups, a plan-see-do (PSD) mechanism was outlined, as well as the importance of the role model/model teacher, buddy teacher, and mentors was also established. Finally, we suggest OPLC implementation for teacher competency development has four stages, including a preparatory stage, an analysis stage, an OPLC implementation stage, and an OPLC testing and evaluation stage. &nbsp