Research, ผลงานวิจัย

Collaborative project-based learning to train students for conducting the training project for older adults

Collaborative project-based learning to train students for conducting the training project for older adults

Phetcharee Rupavijetra, Prachyanun Nilsook, Jira Jitsupa, Tipparat Nopparit

Abstract

This 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 students’ 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 adults’ satisfaction from participating in two training programs conducted by the students was at the highest level (100%) too.

Phetcharee Rupavijetra, Prachyanun Nilsook, Jira Jitsupa and Tipparat Nopparit (2022)
Collaborative project-based learning to train students for conducting the training project for older adults.
International Journal of Evaluation and Research in Education (IJERE).
Vol. 11, No. 4, December 2022, pp. 2039-2048. (SCOPUS), (ERIC)
https://doi.org/10.11591/ijere.v11i4.22888

Research, ผลงานวิจัย

Critical success factors for smart-professional disruptor in university

Critical success factors for smart-professional disruptor in university

Phisit Pornpongtechavanich, Kawitsara Eumbunnapong, Therdpong Daengsi, Prachyanun Nilsook

Abstract

Current and emerging technologies have changed a lot. Consequently, every year, Gartner Technology has made many new changes in accordance with global developments. For example, in terms of artificial intelligence (AI), mixed reality (MR), extended reality (XR), collaboration platforms, online learning, distributed cloud, internet of behaviors (IoB), and cybersecurity. Due to changes in technology, disruptors have to constantly learn new technology in order to be up to date in the transfer of knowledge to learners. Therefore, in this research, critical success factors (CSFs) have been studied, which help them become highly skilled professionals by developing their own skills with technology to be a successful disruptor at university. The study found the CSFs, which were derived from the synthesis of international research papers. Disruptors’ success consists of 12 internal and 10 external success factors. Smart-professional disruptors in universities were assessed using a focus group method with eight experts. Focus group results found that there were seven important internal factors for smart-professional disruptors in universities and seven minor internal factors. Including all internal factors, smart-professional disruptors have 14 factors; external factors are the most important ones for smart-professional disruptors in universities. In total, smart-professional disruptors have a total of 11 external factors.

Phisit Pornpongtechavanich, Kawitsara Eumbunnapong, Therdpong Daengsi and Prachyanun Nilsook (2022)
Critical success factors for smart-professional disruptor in university.
International Journal of Evaluation and Research in Education.Vol. 11, No. 4, December 2022, pp. 1696-1703. (SCOPUS), (ERIC)
https://doi.org/10.11591/ijere.v11i4.22197

ข้อมูลส่วนตัว

ศิษย์เก่าดีเด่น คณะศึกษาศาสตร์ มศว 16 กันยายน 2565

ปราชญ์ผู้ทรงศีล หมายถึง ให้บำเพ็ญตนเป็นผู้มีความรู้ประดุจนักปราชญ์
และมีความประพฤติประดุจผู้ทรงศีล
———— ศาสตราจารย์ ดร.สาโรช บัวศรี ————————————–
วันสถาปนาครบรอบ 73 ปี คณะศึกษาศาสตร์
และวันศาสตราจารย์ ดร.สาโรช บัวศรี

วันศุกร์ที่ 16 กันยายน 2565

ผมจะรักษาเกียรติยศและสร้างชื่อเสียงให้ภาควิชาเทคโนโลยีการศึกษา
คณะศึกษาศาสตร์ มหาวิทยาลัยศรีนครินทรวิโรฒ ยิ่ง ๆ ขึ้นไป
ให้สมกับเกียรติที่ได้รับ
ศาสตราจารย์ ดร.ปรัชญนันท์ นิลสุข
วันที่ 16 กันยายน พ.ศ.2565

Research, ผลงานวิจัย

Career Skills and Entrepreneurship for Students by Collaborative Project-Based Learning Management Model

Abstract

The research titled career skills and entrepreneurship for students by collaborative project-based learning management model aimed to study the results of learning management to develop students to have career skills and entrepreneurship by collaborative project-based pedagogy. The population consisted of 15 undergraduates who were teacher students at the Business Education Program, the Faculty of Education, Chiang Mai University, Thailand. This group of students had to attend an internship at schools after enrolling in this course in, and they had to teach career subjects at schools. The instruments used for data collection consisted of a lesson plan for the self-employment course, a behavior observation form, a journal form after teaching, student products from assignment tasks, students’ reflections in a journal, an in-depth interview, a focus group, and a questionnaire to gauge the level of satisfaction of students, writing and presenting reflections on students’ learning, and projects evaluation. The research separated students into three groups upon their interests, each group was composed of 5 students volunteer, they learned better in a small group. Students learned the theory of the self-employment program and the principles of project work step by step. After that, students studied field trips for data collection from career surveys and entrepreneurs’ interviews, and a special lecture from an entrepreneur, students conducted self-employment projects for selling products both on-site and online, then analyzed the results presented, to listen to suggestions for improvement, and developed knowledge and skills on the self-employment program. 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 to have career skills and entrepreneurship and conduct projects for selling products successfully. The students had a change in their attitudes, behaviors, knowledge, career skills, and experiences in conducting self-employment projects, and their satisfaction with collaborative project-based learning showed at the highest level (100%). Students were satisfied with the project-based learning at the highest level (90%). and especially the opportunity to gain knowledge and experiences from conducting self-employ programs at the highest level (95%).

Phetcharee Rupavijetra, Prachyanun Nilsook, Jira Jitsupa and Uraiwan Hanwong (2022) Career Skills and Entrepreneurship for Students by Collaborative Project-Based Learning Management Model. Journal of Education and Learning.Vol. 11, No. 6 (2022), pp.48-61.
https://doi.org/10.5539/jel.v11n6p48

Confernce, ข้อมูลส่วนตัว

Sesssion Chair RI2C2022

On behalf of the Scientific committee, 2022 Research, Invention, and Innovation Congress (RI2C 2022), we would like to express our sincere appreciation for your outstanding service as the chair of the Innovative Electricals and Electronics (iEE) session at RI2C 2022, held on 4–5 August 2022 through virtual platform.

We appreciate you making time. Looking forward for your cooperation for the promotion of professional research and innovation in the future as well.

Research, ผลงานตีพิมพ์

Factors Influencing Digital Transformation Adoption among Higher Education Institutions during Digital Disruption

Abstract

This research aims to apply confirmatory factor analysis to identify the digital transformation components for higher education institutions. The research sample consisted of 300 personnel from agencies within higher education institutions, which are higher education institutions under the Ministry of Higher Education, Science, Research and Innovation, Thailand that use the database system on educational quality assurance called Commission on Higher Education Quality Assessment online system (CHE QA Online). The selection was the result of multi-stage random sampling from 100 higher education instructions. The research tool was an online questionnaire form on factors influencing the success of information systems in the digital transformation for higher education institutions by 5-level rating scale based on the Likert’s scale. The result revealed that digital transformation factor consistent with empirical data (p-value = 0.860), which consist of 6 components: 1) Strategy 2) Process 3) Product/Service 4) People 5) Data) and 6) Technology. The research findings help higher education institutions prepare for the elements necessary for the institutional transformation to a digital organization.

Chanin Tungpantong, Prachyanun Nilsook and Panita Wannapiroon. (2022) Factors Influencing Digital Transformation Adoption among Higher Education Institutions during Digital Disruption. Higher Education Studies. Vol. 12, No. 2 (2022) ; pp.9-19.
https://doi.org/10.5539/hes.v12n2p9

Research, ผลงานตีพิมพ์

IVUL Model: An Intelligent Learning Development Process

ABSTRACT

The purposes of this research study are to develop an intelligent virtual universal learning (IVUL) model and to evaluate its appropriateness. The study consisted of two phases. Phase 1 involved the development of the IVUL model for univer-sal learning. The conceptual frameworks and theories in the documents and re-search studies on universal design for learning, intelligent learning and virtual learning were studied by the researchers. All main components were then synthe-sised to design the IVUL model. This process can be divided into three main steps: engagement, representation, and action and expression. Each step has sub-steps: access, build and internalise. However, the details of these are dependent on the main steps. The second component is the intelligent learning process, an important process of the model that drives learners to automatically learn by themselves. Artificial intelligence is used as a crucial component that promotes and supports each learner to meet learning goals and objectives according to the universal learning model. The third component is the virtual learning process, which results in learning through computer environments and the Internet. Phase 2 involved an evaluation of the appropriateness of the IVUL model, with in-depth interviews with 20 experts in education and digital technologies. The appropriate-ness of the model was evaluated using the 5-point Likert scale. The findings show that the designed IVUL model can be used for learning development at the highest level.

Chaiyarak, S., Nilsook , P., & Wannapiroon, P. (2022). IVUL Model: An Intelligent Learning Development Process.
International Journal of Emerging Technologies in Learning (iJET), 17(14), pp. 39–51. https://doi.org/10.3991/ijet.v17i14.31527

Research, ผลงานตีพิมพ์

Multicultural Competency Training Model for Digital Publicists

Abstract

The objective of this study is to develop and evaluate a multicultural competency training model for digital publicists. It is research and development which the researchers have divided the research process into 3 steps. Step 1: Developing a multicultural competency training model for digital publicists. Step 2: Evaluating the suitability of the developed multicultural competency training model for digital publicists. Lastly, step 3: Adapting a multicultural competency training model to developed digital publicists. Furthermore, the study found that the multicultural competence of digital publicists consisted of 4 competencies: 1) Digital Engagement Competency, 2) Dissemination Competency, 3) Facilitation Competency, and 4) Consulting Competency. Moreover, the results of the developed multicultural competency training model adaptation for digital publicists can be divided the assessment into 3 areas including, 1) Knowledge: the sample group has higher scores after training, 2) Skill: the sample group has the overall multicultural digital public relations skills at an excellent level, and 3) Attitude: overall, the sample group has a superb attitude.

Phudit Kannikar, Panita Wannapiroon and Prachyanun Nilsook (2022)
Multicultural Competency Training Model for Digital Publicists.
International Education Studies. Vol. 15, No. 3 (2022); pp. 140-149. (ERIC)
https://doi.org/10.5539/ies.v15n3p140

Research, ผลงานตีพิมพ์

Higher Education Management to Digital Entrepreneurial University

Abstract
Transform universities with digital technology drives changes in both operations. The procedures in accordance with the planned goal or long-term university development plan are in accordance with state policy guidelines. According to the national strategic plan, national economic and social development plan, long-term higher education plan, national development plan. The purpose of this research the content to propose the structural equation model for high performance digital entrepreneurial university. The research instituted the hypothesized digital transformation, entrepreneurial university, digital organization, enterprise architecture and high-performance organization. The research was conducted in both quantitative and qualitative survey and interview were conducted with 300 representatives were selected by cluster sampling working in the higher education institutions. The results of research the analysis of structural equation model found that the evaluation was consistent with the empirical data. The conclusions are as follows: (Chi-square=90.267 df. =75) (CMIN/DF = 1.204) (GFI =. 974) and (RMSEA =. 026). The results showed that all factors had a direct effect on the significant statistics of 0.001

Tippawan Meepung, Prachyanun Nilsook, and Panita Wannapiroon (2022).Higher Education Management to Digital Entrepreneurial University. Journal of Theoretical and Applied Information Technology. May 2022. Vol.100. No 10.
http://www.jatit.org/volumes/Vol100No10/5Vol100No10.pdf

Research, ผลงานตีพิมพ์

Democratization of Information Technology Services for Higher Education Institutes

Abstract
In the digitalization era, the role of Information Technology Services (IT Services) for Higher Education Institutes (HEIs) is driven by the demand for the use of such data and access to information. Nowadays, information is diverse and constantly transforming. An IT Service that meets the needs of academic users is therefore important. In this research, different patterns of information technology service are studied by synthesizing the democratization of information technology and IT Services, and by analyzing the components of the democratization of IT Services for HEIs according to international standards such as ITIL, COBIT5, and ISO 20000. This is followed by an evaluation of the democratization of IT Services for higher education institutes. The analysis of the democratization of IT Service for HEIs, this research finding to consist of eight components that develop the administration process. The optimum IT Service provided for HEIs and organizations is supporting the policy and the democratization of information technology also encourages academic management to increase competitiveness in strategic areas to achieve the objectives of institutes and organizations. It also develops the potential of academic institutes so that they can become superior to competitors in the business arena.

Chanita Sattaburuth and Prachyanun Nilsook (2022)
Democratization of Information Technology Services for Higher Education Institutes. Journal of Theoretical and Applied Information Technology. May 2022. Vol.100. No 9. (SCOPUS)
http://www.jatit.org/volumes/Vol100No9/17Vol100No9.pdf

“ธมฺโม หเว รกฺขติ ธมฺมจารึ” ธรรมย่อมรักษาผู้ประพฤติธรรม