E-learning System in Virtual Learning Environment to Develop Creative Thinking for Learners in Higher Education

AbstractThe objective of this research was to study e–learning system in virtual learning environment to develop creative thinking for learners in higher education. This e–learning system was built up from theories, principals and research in educational background and then it was tested with thirty undergraduate students in Social Sciences and Humanities disciplines. The quantitative data was statistically analyzed using mean, standard deviation, and t –test. For the qualitative data they were collected by attitude questionnaire. The improved system was approved by the groups of e-learning system and creative thinking skills experts as detailed in the article

A Proposed Model of Problem-based Learning on Social Media in Cooperation with Searching Technique to Enhance Critical Thinking of Undergraduate Students

AbstractThis research aimed at proposing a model of problem-based learning (PBL) on social media in cooperation with searching technique to enhance critical thinking of undergraduate students. The model was developed based on the review of literature, the expert's interview and evaluated by 5 experts. The results indicated that the model had 6 elements and the process of PBL model consisted of 5 steps. The overall model evaluation scores were suitable

Teachers’ Perception for Integrating Educational Robots and Use as Teaching Assistants in Thai Primary Schools

This study focused on teachers’ perception for integrating educational robots into learning and the feedback of teachers and students who used an education robot prototype as a part of learning. Data were collected from 510 primary school teachers who were used in a confirmatory analysis of factor model. Confirmatory Factor Analysis (CFA) indicated a good fit with a six-factor model in the observed data, which could be presented through six dimensions of robotic education quality, including social interaction, cognitive function, teaching method, learner characteristics, main features, and content. The prototype-testing phase was carried out using 5th grade students at a primary school in Thailand. The robot was tested for 10 hours, which included 20 students participating in the focus group. The research results showed that integrating the six dimensions of robotic education into the educational robot prototype resulted in a strong positive improvement in the focus groups learners’ behavior and supported the instructors during the learning process. In contrast, some teachers lacked experience and confidence with robots integrated with LMS, which caused challenging obstacles in teaching. The results were achieved when integrating the six-factor model into education robots to improve student learning. Future researchers should expand their studies to look into the opportunities and challenges that teachers and school administrators face in the classroom. Doi: 10.28991/esj-2021-SP1-09 Full Text: PD

Online Course Design for Creativity and Innovative Skills in Virtual Cultural ASEAN Community: From Research to Empirical Practice

The first component of learning skills and innovation in the 21st century is creativity and innovative skills. Methods supporting the development of both skills need to be created as a long-term plan and can bring out the benefit. The current education emphasizes on creating changes. To create changes, it is necessary to integrate modern teaching management with principles and theories of learning. The research on Virtual Learning Environment to Enhance 21st Century Skills in Creativity and Innovation of Higher Education Learners in ASEAN Cultural Community can be used to analyze about online learning using modern technology together with learning principles and theories to promote creativity and innovative skills of learners in the 21stcentury. Learning activities were developed to be interesting and challenging. Learners can access to learning sources easily and effectively. Activities were provided on Virtual Learning Environments (VLE) which can enhance students’ learning and experience. Learning was not limited only to a classroom. It was open learning which allowed students to exchange information with instructors, foreign students, foreign friends, and local and international experts without the limit of time and place. Research tools included teaching plan emphasizing of creativity and innovative skills, the test of creativity and innovative skills, and a questionnaire for students. Data was analyzed quantitatively and qualitatively. The results showed that scores of creativity and innovative skills of a sample after studying were higher than that before studying with statistical significance at .05. The course was designed based on 7 steps of learning process: 1. Preparation 2. Identifying a topic or issue to be studied 3. Brainstorm 4. Creating innovation 5. Testing 6. Evaluation and 7. Presentation

Applying the Technology Acceptance Model to Elucidate K-12 Teachers’ Use of Digital Learning Platforms in Thailand during the COVID-19 Pandemic

With the emergence of the novel coronavirus disease 2019 (COVID-19) pandemic in 2020, educational institutions had to rapidly adapt from face-to-face to online learning to ensure continued education. Various digital learning platforms were tools for online teaching. Therefore, this study aimed to examine the acceptance of technology and behavioral intentions to use digital learning platforms of K-12. Toward this end, the study employed the technology acceptance model as a framework and was expanded with various variables, including technology self-efficacy, subjective norms, and facilitating conditions. An online questionnaire collected data from 519 K-12 teachers in Thailand. The structural equation modeling approach tested the proposed model. The results demonstrated that attitude and subjective norms significantly influenced behavioral intentions toward use, whereas perceived usefulness and ease of use directly influenced attitudes. Moreover, technology self-efficacy, subjective norms, and facilitating conditions influenced perceived ease of use. The findings can serve as a reference for teachers, school administrators, and policymakers in increasing the acceptance of digital learning platforms among future teachers

Design and Development of SECI and Moodle Online Learning Systems to Enhance Thinking and Innovation Skills for Higher Education Learners

This study aimed to design and develop an online learning system to enhance thinking and innovation skills for higher education learners. The objectives were to (1) design a system diagram, system architecture and functional structure for online learning framed by the SECI process (Socialization, Externalization, Combination and Internalization) and Moodle, (2) develop an online learning management system (LMS) with a new plug-in using Moodle, and (3) evaluate system suitability for the development of students’ thinking and innovation skills. The research methodology was developed using a literature review to identify core components, focus group interviews to verify the process, software development by Moodle LMS, and assessments to measure learning outcome. Research instruments consisted of interview questions, Moodle LMS, and a self-assessment questionnaire. Assessment data was evaluated through pre-test and post-test analysis. Results revealed a statistically significant difference between pre- and post-test scores in both thinking and innovation skills, with the post-test score higher than pre-test score at a 0.01 level of significance. Findings revealed that online learning systems had a positive influence on students’ thinking and innovation skills

ผลของการใช้โมบายแอปพลิเคชันเพื่อการศึกษาร่วมกับเทคนิคจิ๊กซอว์ที่มีต่อการทำงานร่วมกันในรายวิชาคอมพิวเตอร์สำหรับนักเรียนมัธยมศึกษาตอนต้น

The present study aimed 1) to compare the effectiveness of collaboration between pre- and post-experiment among learners who applied a mobile application for education with jigsaw technique, 2) to compare the effectiveness of post-experiment collaboration between a group of learners who learned through a mobile application for education with jigsaw technique and a group of learners who learned through jigsaw technique, and 3) to investigate learners’ satisfaction after using a mobile application for education with jigsaw technique. The participants of the study were 40 of grade 8 students studying at Saint Gabriel’s College. Research instruments for this study were lesson plans, a mobile application for education with jigsaw technique, a learners’ collaborative skills test, a behavioural observation form and a survey of learners’ satisfaction. The researcher analysed the data using mean, Standard Deviation, and t-test. The findings revealed that 1) a group of learners learning through a mobile application for education with jigsaw technique gained significantly higher postexperiment collaborative skills’ mean scores than their pre-experiment scores at the .05 level of significance, 2) a group of learners learning through a mobile application for education with jigsaw technique gained significantly higher post-experiment collaborative skills’ mean scores than those of a group using jigsaw technique at the .05 level of significance, and 3) a group of learners learning through a mobile application for education with jigsaw technique reflected their overall satisfaction at a high level

Effects of a Mobile Cloud-Based Learning System Using a P2P Reverse Engineering Approach on Enhancing Computational Thinking

In each country, skills development in the 21st century plays a crucial role in education at all levels. One of these skills is computational thinking (CT), which is the ability to systematically think and solve problems in daily life. This research aims to ascertain the benefits of using a mobile cloud-based learning system with a peer-to-peer reverse engineering approach in enhancing CT skill. In this study, a cloud-based learning system and learning management plans were employed as research instruments, and a CT test was used as a data gathering instrument. The data were analyzed using the mean and standard deviation, repeated-measures analysis of variance (ANOVA), and t-test. The findings suggested that the students’ scores were higher after using the cloud-based learning system, at a 0.05 level of significance. After performing the repeated-measures ANOVA, the students’ scores were significantly higher at a 0.05 level in each round of the CT test. At the same time, peer learning increased the positive attitude of the learners toward the system and promoted the effectiveness of working in a team. This study provides a better understanding of the current research trends in the field of CT education, the perception of students, and the learning strategies and technology involved in CT education