Determinants Of Consumer Decision Making Of A Common Ticketing System In Bangkok’s Metropolitan Commuter Transportation Systems

The word "commuter" is an American invention. In the 1840s people living in the suburbs could pay a reduced or "commuted" fare to use the trains to get into the cities. The world's worst commute is in Bangkok, Thailand, where people spend about 2 hours a day travelling to and from work. At peak times the average speed of traffic in Bangkok is 7 mph with the total number of vehicles with Bangkok license plates hitting 8.55 million, double the 4.28 registered in 2004. There is hope however as Bangkok during this period has delivered several commuter rail systems. The 15 year old ‘Skytrain’ system has just passed its 2 billionth rider while the 10 year old subway sees 240,000 riders a day. Bangkok’s newest airport ‘rail-link’ system to the suburban international airport while designed for air travelers, has become an access point for suburban commuters. With these three systems however there is no common ticketing system that allows transfer between systems, thus the reason for this paper’s research. Simple Random Sampling was used to obtain questionaries’ from 300 Bangkok commuters in which it was determined that individual decision making has the greatest influence, both directly and indirectly, on the use of a common ticketing system. External variables has the second greatest influence, again both directly and indirectly with a commuter’s personal habits influencing the decision making process in only a limited but direct way.

Problem-Based Blended Training via Chatbot to Enhance the Problem-Solving Skill in the Workplace

Problem-solving skill is one of the soft skills that has become essential for employees in various organizations. Training model and educational technology were considered key success factors in delivering knowledge for personnel in the workplace to develop this skill. Problem-Based Learning (PBL) is a key driver for learning activities, which has been increasingly adopted for workplace training and has proven to be one of the best approaches to helping learners improve their problem-solving skills in the organization. Hence, this research aims to synthesize problem-based blended training via chatbot to enhance problem-solving skills in the workplace. Literature review, document analysis, and focus group technique were used as the main procedures for the first phase of model synthesis. The effectiveness of the training model was examined in the second phase by applying it to 20 employees of the flexible lamination manufacturers in Thailand from purposive sampling. The training was held for four weeks and examined with a problem-solving skill test. In addition, a follow-up test has been conducted to monitor retention skills after a four-week training period. Data analysis used the repeated-measures ANOVA test with normality and homogeneity as a prerequisite test. This study shows that the problem-based blended training model via chatbot to enhance problem-solving skills in the workplace comprises six main steps: (1) Group identification; (2) Problem identification; (3) Idea creation; (4) Learning; (5) Implementation; (6) Evaluation. The results on the implemented training model showed that problem-solving skills after training were significantly higher than those before training, and the retention of skill remained higher than that before training and did not significantly change after finishing training at a statistical significance of 0.5. As a result, the developed model is highly appropriate for implementation, particularly because the chatbot platform is involved in almost every step of this training model to accommodate learners who can easily access the training platform, repeat the training content, and feel motivated to explore new information to improve their problem-solving skills. In a post-COVID-19 period with distancing required in the workplace, this model is applicable to deliver efficiency in workplace training. Doi: 10.28991/ESJ-2022-SIED-01 Full Text: PD

Needs assessment to promote the digital literacy among students in Thai community colleges

The objective of this research was to assess the need to promote digital literacy of the students under the supervision of Tak Community College. The population consisted of 152 students in Tak Community College, Tak Province, Thailand, registered for the second semester of the 2020 academic year. The research instrument was a digital literacy questionnaire, and the data were analyzed using percentage, mean, standard deviation, and the prioritization of the need. The findings revealed that the level of digital literacy skills of the students was moderate. The level of digital literacy that students expected, however, was very high. In concluding remarks, it was found that the highest average of the digital literacy skills of the Tak Community College students was the use of the spreadsheet program (PNIModified=0.30), followed by the use of presentation program (PNIModified=0.27), and the word processor program as the lowest average point of skills (PNIModified=0.23). The students of Tak Community College, therefore, are inevitability required the better digital literacy skills development from the lessons enlightened by the teachers

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

Confirmatory factor analysis of the essential digital competencies for undergraduate students in Thai higher education institutions

The purpose of this descriptive study was to apply 2nd order confirmatory factor analysis (CFA) and structural relationship models to identify the digital competency components essential to undergraduate students in Thai higher education institutions. The sample comprised 1,126 specialists in Information Technology, Computer Technology, Computer Education, Computer Science, and Computer Engineering working in public higher education instructions throughout the country. The selection was the result of multi-stage random sampling from 76 public higher education instructions that offer undergraduate education. The instrument was a questionnaire form on essential digital competency components for undergraduate students in higher education institutions. The question items employed a 7-point Likert scale and showed Cronbach's alpha values for the content validity and reliability at a range of.93-.97 per domain and .87-.99 per component. The data were analyzed using descriptive statistics for general data and 2nd Order CFA analysis. The findings revealed that from 24 observed variables, there were 7 competency components.: 1) Fundamental of digital ; 2) Accessing digital information; 3) Using digital information; 4) Creating digital information and media; 5) Communicating digital information; 6) Managing digital information; and 7) Evaluating digital information. The discovery from this study was substantially constructive for Thai higher education institutions as it could be used to design an essential digital competency framework of the 21st century