KMITL

Permanent URI for this communityhttps://dspace.kmitl.ac.th/handle/123456789/1

Browse

Settings

Has files: NoSubject: search.filters.subject.Self-directed learning

Search Results

Now showing 1 - 5 of 5
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    Advancing higher education students’ self-efficacy and achievement through self-directed learning integrated with the BOPPPS model
    (2025-01-01)
    Yang, Yuming
    ;
    Sriwisathiyakun, Kanyarat
    ;
    Ratanaolarn, Thanin
    As higher education increasingly prioritizes students’ self-directed learning (SDL) capabilities, enhancing self-efficacy has become a vital aspect of their development. This study investigated the effects of an integrated SDL-BOPPPS (Bridge-in, Objective, Pre-Assessment, Participatory Learning, Post-Assessment, and Summary) model on students’ self-efficacy and academic achievement utilizing a quasi-experimental design. The SDL-BOPPPS model received an average rating of 4.55 from five experts on a 5-point Likert scale, indicating that its quality met the teaching standards. In the quasi-experimental research, ninety students from The Open University of China were randomly assigned to experimental and control groups. The SDL-BOPPPS model was implemented in the experimental group over six weeks, structured around five stages: target setting, plan design, information collection, learning activity implementation, and reflection. Descriptive statistics and independent samples t-tests were employed for data analysis. The results revealed that students in the experimental group exhibited significantly higher levels of self-efficacy and achievement compared to those in the control group. These findings highlight the effectiveness of the SDL-BOPPPS model in enhancing self-efficacy and academic performance while providing new insights for integrating innovative teaching models into higher education contexts.
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    Self-directed learning with knowledge management model on academic achievement and digital literacy abilities for employees of a Thai energy organization
    (2021-09-01)
    Silamut, Aime acha
    ;
    Sovajassatakul, Thanongsak
    Previously, we described a self-directed learning with knowledge management (SDL-KM) model (Silamut and Petsangsri 2020), to motivate learners in an organization to learn from internal-and-external knowledge management resources to enhance their Academic Achievement and Digital Literacy Abilities. In this paper, we aimed to demonstrate the value of this model by comparing these abilities in a controlled experiment with employees of an energy regulatory organization in Bangkok, Thailand. 40 employees were randomly selected, using stratified sampling, and divided into an experimental group (20) and control group (20), who participated in learning activities on two energy topics. The research instruments were data collection at the end of the lessons, which included information on Academic Achievement and Digital Literacy Ability assessment. Means, standard deviations and one-way MANOVA statistics were computed. As the results, the experimental group had higher Digital Literacy Abilities than the control group (p < 0.05), but there was no significant difference between the groups for Academic Achievement. SDL-KM model encourages learners to learn by themselves, knowing how to use Digital Literacy Abilities to support KM. This will lead to success in their work.
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    Self-directed learning with knowledge management model to enhance digital literacy abilities
    (2020-11-01)
    Silamut, Aime acha
    ;
    Petsangsri, Sirirat
    Self-Directed Learning (SDL) is a process in which adult learners initiate their inner motivation to learn by themselves to increase their knowledge, skills and experiences from resources and evaluating learning outcomes. Knowledge Management (KM) is the process of creating, sharing, using and managing the knowledge and resources of an organization. Learners use KM to gain their knowledge. To access to these resources, the learners must know Digital Literacy Abilities (DLA). We developed a model for SDL with KM to enhance DLA: The model was synthesized from related works and verified by five experts in various fields. Data instrument was derived from focus group discussion including a five-level Likert scale of the appropriateness of the model, and experts’ opinions and recommendations. Then, collected data were analyzed with content analysis; mean (x̄), standard deviation (S.D.). After discussion, the model was adjusted according to the experts’ recommendations. It contained three circles from inner to outer: SDL, KM, and DLA, respectively. SDL had four steps: readiness triggers, setting goal and planning, learning activities, and learning’s evaluation. KM contained five steps: knowledge discovery, knowledge capture and storage, knowledge application and distribution, knowledge evaluation, and knowledge creation. DLA had four aspects: operation literacy, analysis and evaluation literacy, value and creation literacy, and social-culture-organization cooperation literacy. Overall, the results of analyzed data from the experts towards on appropriateness of the model were at high level (x̄ = 4.4, S.D. = 0.6). This model will be continued to implement for adult learners’ activities.
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    Personnel Learning Behavior in the Workplace: A Study of Workplace Habits
    (2020-01-01)
    Saengrith, Waristha
    ;
    Viriyavejakul, Chantana
    ;
    Pimdee, Paitoon
    Workplace learning is becoming an essential part for an organization to enhance an employee’s knowledge and skill to deliver an enterprise’s business sustainability. To develop a suitable model for workplace learning, this paper aims to investigate learning behavior for personnel in a workplace and to understand the factors that influence learning behavior for technical staff of a plastic packaging company in Bangkok. The data was collected by using a questionnaire that included 3 parts; 1) personal factors 2) learning behavior of personnel in the workplace and 3) factors that influence learning behavior of personnel in the workplace. The target group was 75 technical staff members by a multi-stage sampling. The research findings were that from 3 ways of informal learning behavior in workplace are self-directed learning, networking, and coaching and mentoring, a target group behavior to agree with highest score of self-directed learning at the average score of 3.62, compared with network learning and coaching learning which neither agree nor disagree at average score 3.36 and 3.32, respectively. Moreover, challenges on their job is the most influential factor of their learning behavior in the workplace at average score 3.64 followed by a confidence level and support from the company with an average score 3.53 and 3.38, respectively. Results from the study show that mostly staffs were interested in learning by themselves with encouragement from challenges, confidence level, and support from the organization.
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    A blended learning model for learning achievement enhancement of thai undergraduate students
    (2016-01-01)
    Banyen, W.
    ;
    Viriyavejakul, C.
    ;
    Ratanaolarn, T.
    Research was undertaken to develop a blended learning model which contained three objectives. They were to 1) study student and teacher input for a blended learning model using a Thai university undergraduate course in information, innovation, and technology in education for the learning management conditions and improvement methods; 2) to research how to effectively improve the blended learning model and instructional media in accordance with the 80/80 criteria and 3) compare learning achievements and information literacy between student groups using the blended learning method and traditional learning method with information literacy as the covariate. The research was divided into three phases consisting of the development of the conceptual framework, a second phase which studied the blended learning model using both e-learning and face-toface methods with a 60/40 ratio. When applying a technology system to learning management utilizing instructional media, it was determined to be 81.53/80.11. Phase 3 found that blended learning affected learning and information literacy by at least 1 variate which had a different mean score from traditional learning with a statistical significance at the 0.05 level. The findings showed that the Thai university undergraduate students were satisfied with the blended learning model which was due to the change in the learning system as well as being tasked with interesting and challenging computer based lessons outside class. This was later enforced through teacher delivered lesson summaries during formal class time. Students understood the content better, enjoyed the self-directed learning and doing things independently.