Browsing by Author "Prachyanun Nilsook"
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Item Collaborative project-based learning to train students for conducting the training project for older adults(Institute of Advanced Engineering and Science, 2022) Phetcharee Rupavijetra; Prachyanun Nilsook; Jira Jitsupa; Tipparat Nopparit; J. Jitsupa; Teacher Professional Group, Faculty of Education, Suan Dusit University, Bangkok, 295, Nakhon Ratchasima Rd., Dusit, 10300, Thailand; email: jira_jit@dusit.ac.thThis research aimed to study the results of collaborative project-based learning by students studying the training technique course to conduct training programs for older adults in state home care in Chiang Mai, Thailand. The population consisted of 40 undergraduate students from different faculties and years. The instruments used for data collection consisted of the lesson plan of the training technique course, student behavior form, journal form after teaching, student products, student reflection journals, the questionnaire to gauge the level of satisfaction of students, writing and presenting reflections on studentsÕ learning, and training evaluation based on the level of satisfaction of the older adults. The research separated students into two groups based on different faculties, each group was composed of 20 students, and they could learn better in a small group. Data were analyzed by using content analysis, statistical calculation, and percentage, and were presented in the form of a description and table. The findings showed the results of the collaborative project-based learning to train students for conducting training projects for older adults successful. The students had a change in their attitudes, behaviors, knowledge, skills, and experience in conducting training, their satisfaction showed at the highest level (97.50%). Students were satisfied with the project-based learning at the highest level (90%), and especially the opportunity to gain knowledge and experience from conducting training programs at the highest level (95%). The older adultsÕ satisfaction from participating in two training programs conducted by the students was at the highest level (100%) too. © 2022, Institute of Advanced Engineering and Science. All rights reserved.Item Combining Online Learning with Gamification: An Exploration into Achievement, Motivation, and Satisfaction of the Undergraduate(International Journal of Information and Education Technology, 2022) Jira Jitsupa; Mutita Takomsane; Sasanun Bunyawanich; Nualsri Songsom; Prachyanun NilsookÑThis research aims to develop online teaching plan through applying gamification. The results reveal learning performance, motivation, and satisfaction of the undergraduate towards the intervention. The sampling group is the undergraduate enrolling in Digital Literacy course in the second semester of the 2020 academic year of 154. The research tools consist of online teaching plan incorporating gamification, achievement test, motivation level evaluation form, and satisfaction survey of the undergraduate with this teaching plan. The results inform that the online teaching plan generates performance according to the specified 80/80 criteria. The learning performance of the undergraduate is significantly higher than that before the implementation of the online teaching plan incorporating gamification at .01. Learning motivation of the undergraduate is significantly different with the statistical level of .01. Also, the undergraduate is highly satisfied with online teaching applying gamification. © 2022 by the authors.Item Digital competences of vocational instructors with synchronous online learning in next normal education(Gate Association for Teaching and Education, 2022) Panita Wannapiroon; Prachyanun Nilsook; Jira Jitsupa; Sakchai Chaiyarak; J. Jitsupa; Suan Dusit University, Bangkok, Thailand; email: jira_jit@dusit.ac.thThis research study was conducted with the following objectives: To develop; evaluate and; investigate the vocational instructors satisfaction with the online instructional management developed using the synchronous online learning with 2,233 vocational instructors from the Office of the Vocational Education Commission, Ministry of Education, from five regions of Thailand, namely the Central, the Northern, the Northeastern, the Southern, and the Eastern Regions and Bangkok. The research findings revealed that the vocational instructors digital competence consisted of the following abilities: 1) analysis of course content; 2) application of video conference systems; 3) management of online classes; 4) management of online learning resources; 5) management of online learning activities; 6) development of tests; 7) development of instructional media; 8) development of instructional videos; 9) arrangement of active-learning activities; and 10) online evaluation and assessment of instruction. The vocational instructors digital competence in online instructional management after the synchronous online learning was found to be significantly higher than before the learning, at the p-value rate of .01. Overall, 93.19% of the vocational instructors were reported to pass the evaluation of online instructional management. The vocational instructors were found to be satisfied with their own digital competence in online instructional management at the highest level. © 2022 Eskisehir Osmangazi University. All rights reserved.Item Digital Technology Landscape for Vocational Education: Learning Loss Recovery(Penerbit UTHM, 2024) Jira Jitsupa; Venus Skunhom; Prachyanun Nilsook; Kanitta Hinon; Watcharee Sangboonraung; Srisuda Daungtod; Wilawan Phumee; Kitiya Promsron; V. Skunhom; Faculty of Education, Suan Dusit University, Bangkok, Thailand; email: venus_sku@dusit.ac.thThe research aimed to; 1) study the expectations of teachers on the behavioral conditions of vocational education learners, 2) Study the ability of teachers to achieve the expected behavioral conditions of vocational education, 3) Comparison of the use of digital technology in teaching by teachers to recover the learning loss of vocational learners during the new normal and next normal periods, 4) Study the teachers need to use digital technology in teaching to recover the learning loss of vocational learners during the new normal and next normal periods, and 5) Create digital technology landscape for learning loss recovery on vocational education. Data were collected with an online questionnaire that passed the validity and reliability with 301 vocational teachers. The results of the research showed teachers have higher expectations of learnersÕ behavioral conditions. Teachers can make vocational learners experience the expected behavioral conditions to a greater extent. Teachers use digital technology to organize teaching to recover the learning loss of vocational learners during the new normal rather than during the next normal. However, the demand for digital technology for teaching to recover the learning loss problem of learners during the next normal is increasing more than during the new normal. The study suggests improving the knowledge and ability of teachers to use digital technology for teaching to recover the problem of learning loss among learners. © 2024, Penerbit UTHM. All rights reserved.Item Empowering Pre-Service Teachers for the Digital Transformation of Education from New Normal to Next Normal(2024-03-20) Watcharee Sangboonraung; Srisuda Daungtod; Prachyanun Nilsook; Jira Jitsupa; Venus Skunhom; Navarat TechachokwiwatThe purposes of research were to comparison of digital technology used for the instructional management during the Covid-19 pandemic during the New Normal period and the endemic Covid-19 during Next Normal period adopted by pre-service teachers; and to develop the landscape of digital technology used for instructional management during the New Normal and the Next Normal periods adopted by pre-service teachers. The participants included 400 pre-service teachers. The research tool was an online questionnaire. The data were analyzed by mean and standard deviation. The results showed the comparison of digital technology for the instructional management in the New Normal and the Next Normal as follows. Regarding the New Normal, the finding were: (a) some websites and applications such as Google Meet, Line, YouTube, and Facebook Messenger were used to communication with students; (b) some websites and applications, namely Google classroom, MS Teams, Moodle, and Thaimooc were used to send and receive student’s works; (c) some learning management systems, namely Google classroom, MS Teams, Moodle, and Thaimooc were used; (d) some digital media libraries such as YouTube, Trueplookpanya, DLTV, Satellite Distance Education Foundation, SciMath Knowledge Library, and IPST were used; (e) some online measurement and evaluation tools such as Google Forms, Kahoot, Quizizz, and Microsoft Forms were used and (f) some teaching guidelines and tools, like Video assignment, General Activities, and Attendance be used later. Regarding the Next Normal, the finding were: (a) some websites and applications were used to communicate with students, including Line, Facebook, Messenger, Youtube and Google classroom; (b) some websites and applications like Line, Facebook Messenger, YouTube, and Google classroom were used to send and receive student’s assignments; (c) some learning management systems like Google classroom, MS Teams, Moodle, Edmodo, and Thaimooc were also used; (d) some digital media libraries like Google classroom, YouTube, Trueplookpanya, OBEC Content Center - NEDA, and DLTV (Satellite Distance Education Foundation) were also helpful; (e) some online measurement and evaluation tools like Google Forms, Kahoot, Quizizz, and Microsoft Forms were also used; and (f) some teaching guidelines and tools like Assignment, Announcements and Update, Student Support, and Grade Book will also be used later. The digital technology landscape consists of 6 parts: (1) the websites and applications used for communication with students; (2) the websites and applications provides for students to submit their assignments; (3) the learning management systems; (4) the digital media libraries; (5) the online measurement and evaluation tools; and (6) the teaching guidelines and tools to be used later.Item Needs Assessment in the use of Digital Technology for Learning Loss Recovery of Students at the Basic Education Level(Society for Research and Knowledge Management, 2024) Kitiya Promsron; Prachyanun Nilsook; Jira Jitsupa; Watcharee Sangboonraung; Orawan Saeung; Wilawan Phumee; J. Jitsupa; Suan Dusit University, Bangkok, Thailand; email: jira_jit@dusit.ac.thGlobally, COVID-19 has disrupted educational practices, causing basic education institutions in Thailand to close temporarily. Schools in Thailand as well as the world over have switched to online learning environments to guarantee students' educational continuation. The purposes of this study were firstly to determine whether digital technology is required for learning loss recovery; secondly, to conduct a systematic literature review using bibliometric keywords; thirdly, to assess the need for using digital technology to recover students' learning losses at the basic education level, both during and after the COVID-19 pandemic, and finally, to summarize data in an infographic landscape format pertaining to this topic. A questionnaire survey was conducted with 600 online respondents from throughout Thailand. The respondents included 56 educational supervisors, 40 school administrators, and 504 teachers. The results show that the following can be used: (a) student communication websites and applications, (b) student work acceptance websites and applications, (c) learning management systems, (d) digital media libraries, (e) online assessment tools, and (f) teaching methods and tools for future use. The respondents indicated that students have learning loss relating to (a) morality, ethics and manners, (b) good citizenship, (c) imagination and creativity, (d) health promotion, and (e) mathematical processes. © 2024 Society for Research and Knowledge Management. All rights reserved.Item System architecture of a student relationship management system using Internet of Things to collect digital footprint of higher education institutions(Kassel University Press GmbH, 2019) Nualsri Songsom; Prachyanun Nilsook; Panita Wannapiroon; Chun Che Fung; Kok Wai Wong; N. Songsom; Faculty of Management, Suan Dusit University, Bangkok, Thailand; email: nuasri_son@dusit.ac.thEffective system development to support higher education institutions is important. There are two steps in developing a good system and they are system architecture analysis and design. The first task of this research is to design the use case diagrams, system overview and the system architecture. The second is to evaluate the system architecture of a proposed Student Relationship Management (SRM) system using Internet of Things (IoT) to collect digital footprint of higher education institutions. The outcome of this research include the system architecture of the proposed student relationship management system (SRMS)-IoT consists of six main parts: 1) service stations, 2) system identification, 3) system integration API, 4) SRM internal system, 5) report analytic and 6) web server and database server. Evaluation of the results shows an overall appropriateness at a very high level: the overall appropriateness of usability result was also at a very high level, which shows that this research is appropriate to be used as a guideline for further system development to support student services, and to promote learning and analysis of student behavior in higher education institutions. � 2019 Kassel University Press GmbH.Item System design of a student relationship management system using the internet of things to collect the digital footprint(International Journal of Information and Education Technology, 2020) Nualsri Songsom; Prachyanun Nilsook; Panita Wannapiroon; Lance Chun Che Fung; Kok Wai WongInformation systems plays an important role in the development of many perspectives on the part of higher education institutions, especially in the management of studentsÕ lives. Systems must be accessible and meet the needs of students, and allow higher education institutions to receive accurate and appropriate information. The purpose of this research was to design a system in the form of a student relationship management system (SRMS) using the Internet of Things (IoT) to collect digital footprint. These include the provision of an overview service station for monitoring students, the determination of relevant actors, the IoT process diagram, a sequence diagram and an entity relationship diagram. The results of the evaluation showed an overall very high level of appropriateness and a very high level in terms of the overall appropriateness of the usability of the system. All of the system design aspects for developing the system for collecting the digital footprint of higher education institutions to support student services and student behavior were shown to be appropriate. © 2020 by the authors.Item Technology acceptance of online instruction for vocational instructors in new normal education(Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi, 2021) Panita Wannapiroon; Prachyanun Nilsook; Jira Jitsupa; Sakchai Chaiyarak; J. Jitsupa; Suan Dusit University, Faculty of Education, Bangkok, 295 Nakhon Ratchasima Road, Dusit, 10300, Thailand; email: jira_jit@dusit.ac.thThis research aimed to: develop a model for vocational instructorsÕ acceptance of online instruction after they had arrangeonline instruction for one year; and investigate the consistency of this model using the empirical evidence gained from 1,81vocational instructors from five regions in Thailand: the Northern Region, the Northeastern Region, the Central Region, thEastern Region and Bangkok, and the Southern Region. The research instrument used to collect the data was a questionnairon the vocational instructorsÕ acceptance of online instruction. The data were analysed using construct validity and thconsistency of the causal relationship model. The research findings revealed that social distancing during the COVID-1pandemic resulted in the vocational instructorsÕ adjusted attitudes towards online instruction for the better. This adjustmendirectly affected some changes in the instructorsÕ behaviour in physical classroom instruction to online instruction in thfollowing period. © 2021 Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. All rights reserved.