คลังเก็บป้ายกำกับ: 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

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

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

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

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

Combining Online Learning with Gamification: An Exploration into Achievement, Motivation, and Satisfaction of the Undergraduate

Abstract—This 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.

Jira Jitsupa, Mutita Takomsane, Sasanun Bunyawanich, Nualsri Songsom, and Prachyanun Nilsook, “Combining Online Learning with Gamification: An Exploration into Achievement, Motivation, and Satisfaction of the Undergraduate,” International Journal of Information and Education Technology vol. 12, no. 7, pp. 643-649, 2022.
https://doi.org/10.18178/ijiet.2022.12.7.1665 (SCOPUS)

A Study of Role-Play Method and Human Augmentation to Enhance Digital Content Creator

Abstract:This research has designed and developed a The Role-Play Method Human Augmentation Learning Model to Enhance Digital Content Creator, aiming to study and synthesize the framework for developing role-playing Method Human Augmentation Simulation Learning models to enhance digital content creators and study feasibility. The development approach is a model for managing, studying or reviewing the content of studying in covid-19 situations, there are 50 undergraduate students in digital media technology, Rajamangala University of Technology Tawan-Ok. Research content uses digital film production course content. Digital Media Technology Program in Multimedia Technology, Rajamangala University of Technology Tawan-Ok, 6 lessons, trialled in semester 2, academic year 2022, the method of conducting research is divided into 5 phases: Phase 1 synthesis of conceptual framework for developing The Role-Play Method Human Augmentation Learning Model to Enhance Digital Content Creator Phase 2 Synthesis of substanceist features. The expected benefit is that it competes with Digital Content Creator that are suitable for the context of Thailand. Educational institutions that offer courses in relevant disciplines have guided them with Role-Play learning methods to develop Digital Content Creator.Published in: 2022 International Conference on Decision Aid Sciences and Applications (DASA)Date of Conference: 23-25 March 2022Date Added to IEEE Xplore02 May 2022ISBN Information:DOI: 10.1109/DASA54658.2022.9764987Publisher: IEEEConference Location: Chiangrai, Thailand

P. Thongdee, P. Chatwattana and P. Nilsook, “A Study of Role-Play Method and Human Augmentation to Enhance Digital Content Creator,” 2022 International Conference on Decision Aid Sciences and Applications (DASA), 2022, pp. 201-205, https://doi.org/10.1109/DASA54658.2022.9764987.

A review of the elements of a fabrication laboratory to develop engineering prototypes

Abstract:Unemployment is a global problem which, as well as being the source of scarcity and other problems, threatens people’s well-being. Effectively addressing the issue is one of the new challenges of the workplace in the age of digital technology. Tertiary education institutions strive to develop people’s potential before they enter the world of work. Developing the necessary skills – including operational skills with tools – requires laboratory training. A fabrication laboratory is an open space that promotes tooling skills, along with systematic and creative thought processes and inventiveness. All these can, in turn, form the basis of innovations that will benefit the community as a whole. This study began by looking at the trends and research related to fabrication laboratories. Then, in Step 2, it analysed and synthesised the relevant research, examined the elements of the fabrication laboratory, created a synthetic table and, finally, summarised the results. These showed that most of the research consisted of eight elements: 1) design spaces, 2) rapid prototyping tools, 3) electronic instruments, 4) mechanical tools, 5) scientific instruments, 6) a Group Learning Toolkit, 7) other tools, and 8) learning exchange or publishing spaces. This study is a review, therefore, of the research relating to the elements in the proper learning environment of a tertiary education fabrication laboratory. It is necessary if we are to develop the potential of learners across all sectors before they enter the world of work.Published in: 2022 International Conference on Decision Aid Sciences and Applications (DASA)Date of Conference: 23-25 March 2022Date Added to IEEE Xplore02 May 2022ISBN Information:DOI: 10.1109/DASA54658.2022.9765186Publisher: IEEEConference Location: Chiangrai, Thailand

S. Srisawat, P. Wannapiroon and P. Nilsook, “A review of the elements of a fabrication laboratory to develop engineering prototypes,” 2022 International Conference on Decision Aid Sciences and Applications (DASA), 2022, pp. 1122-1126, https://doi.org/10.1109/DASA54658.2022.9765186.

Confirmatory Factor Analysis of Enterprise Architecture for Higher Education Institutions

Abstract:This research aims to apply confirmatory factor analysis to identify the enterprise architecture components for higher education institutions. The research sample comprised 300 personnel from agencies within higher education institutions, which are higher education institutions under the Ministry of Higher Education, Science, Research and Innovation that use the database system of educational quality assurance called Commission on Higher Education Quality Assessment online system (CHE QA Online). The selection resulted from multi-stage random sampling from 100 higher education instructions. The research tool was an online questionnaire form on factors influencing the enterprise architecture in the digital transformation for higher education institutions by 5-level rating scale based on the Likert’s scale. The result revealed that the enterprise architecture factor is consistent with empirical data (p-value = 0.370), which comprise 5 components: 1) Business 2) Data/Information 3) Application 4) Infrastructure and 5) Security. The research findings help higher education institutions design their blueprint for the institutional transformation to a digital organization.Published in: 2022 International Conference on Decision Aid Sciences and Applications (DASA)Date of Conference: 23-25 March 2022Date Added to IEEE Xplore02 May 2022ISBN Information:DOI: 10.1109/DASA54658.2022.9764970Publisher: IEEEConference Location: Chiangrai, Thailand

C. Tungpantong, P. Nilsook and P. Wannapiroon, “Confirmatory Factor Analysis of Enterprise Architecture for Higher Education Institutions,” 2022 International Conference on Decision Aid Sciences and Applications (DASA), 2022, pp. 965-969, https://doi.org/10.1109/DASA54658.2022.9764970