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    How social media and peer learning influence student-teacher self-directed learning in an online world under the ‘New Normal’
    (2023-03-01)
    Pimdee, Paitoon
    ;
    Ridhikerd, Attaporn
    ;
    Moto, Sangutai
    ;
    Siripongdee, Surapong
    ;
    Bengthong, Suwanna
    The study aimed to investigate three aspects of Thai student-teacher self-directed learning (SDL) competency. These were the student-teachers opinions concerning their use of social media (SM), self-management (SM), and learning desire (LD). The sample group was 468 student-teachers enrolled in a Bachelor of Industrial Education Program at the King Mongkut's Institute of Technology Ladkrabang in Bangkok, Thailand, in the Academic Year 2021. The research instrument consisted of an SDL competency questionnaire whose discrimination (corrected item-total correlation) values were determined to be between 0.37 and 0.69, which also had a confidence level of 0.91. Data analysis used LISREL 9.10 for the study's second-order confirmatory factor analysis (CFA). Descriptive statistics analysis included the mean and standard deviation (SD), which was accomplished using IBM's® SPSS® for Windows Version 21. Three models were developed for the study. These included the social media (SM) model containing 285 participants, the peer learning (PL) model, which contained 183 participants, and the total group (TG) model, which contained everyone surveyed (n = 468). The final analysis from the second-order CFAs showed that student-teacher SDL competency for self-control (SC) (0.96) was valued most by the student-teachers. However, their learning desire (LD) (0.87) and self-management (SM) (0.80) skills were somewhat behind. Moreover, in the Pearson Product Moment Correlation (PPMC) (r) analysis of the 24 variable relationships, the strongest was related to each student-teacher's learning desire. However, the weakest variable relationship was related to their ability to set high personal standards and the self-discipline to achieve them. Finally, quite interestingly, 60.90% of the student-teachers indicated that their SDL is gotten from social media (SM) resources compared to learning from their peers (PL) around them.
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    Pre-service teachers' concerns about diversity
    (2021-10-12)
    Sunthonkanokpong, Wisuit
    ;
    Murphy, Elizabeth
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    The effect of online mentoring system through professional learning community with information and communication technology via cloud computing for pre-service teachers in Thailand
    (2021-01-01)
    Karo, Danaisak
    ;
    Petsangsri, Sirirat
    The objective of this study was to evaluate the utilization of Online Mentoring system through Professional Learning Community with Information and Communication Technology via Cloud Computing for Pre-Service Teachers in Thailand. The sample was 26 pre-service teachers of computer education program, Faculty of Education, Phuket Rajabhat University of academic year 2018. The instrument was the evaluation form of system effectiveness in 4 components which were the ability of function requirement test; the accuracy of function test; the accessibility and simplicity of usability test; and the security test. The findings indicated that each element was at the highest level and the overall average was at 4.68; the Standard Deviation was 0.36. Therefore, it illustrated that online mentoring through professional learn was effective at the highest level.
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    Thai Student Teacher Learning Innovation: A Second-Order Confirmatory Factor Analysis
    (2021-01-01)
    Binheem, Achah
    ;
    Pimdee, Paitoon
    ;
    Petsangsri, Sirirat
    The study’s objective was to analyze the corroborating elements of a Thai student teacher’s(TST) learning innovation as perceived through theexpertise of their teachers. Therefore, from 12 Thaiteaching universities (Rajabhats) located across fourThai regions, multiple sampling techniques were usedto select a sample of 151 teaching professionals. Theresearch instrument was a questionnaire using a 5-levelscale to assess the opinions on the four latent and 12observed variables. The results showed that of thethree latent variables analyzed that contributed to TSTlearning innovation (IN), learning innovation use (US)were perceived as most important, followed by thelearning innovation development process (DE) and thenthe TST’s creative collaboration (CO) abilities,respectively. Finally, all the observed variables weredetermined to be compatible with TST innovationlearning at a ‘high’ level