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    Student needs assessment analysis in e-commerce courses of vocational colleges in Guizhou Province China
    (2025-01-01)
    Tan, Linxi
    ;
    Ratanaolarn, Thanin
    ;
    Sriwisathiyakun, Kanyarat
    ;
    Cui, Jianming
    This study aimed to identify the specific needs of students in e-commerce courses in vocational colleges, focusing on digital marketing competencies, team spirit, learning methods, and course content to support curriculum development and the construction of innovative teaching models. The researcher of this study conducted a needs assessment survey with a sample size of 400 current vocational students. The collected data were analyzed using descriptive statistics to determine the means of 12 items. The results showed that the mean value of items ranged from 3.44 to 4.29, and all items reached at least the need level. Furthermore, respondents perceived a strong need to enhance digital marketing competencies and adopt new learning methods in e-commerce courses. Respondents also showed a need to integrate project-based learning and blended learning compared to other learning methods. A comprehensive student needs assessment analysis towards e-commerce courses has been provided in this study; it could serve as basic information for educators to develop a better teaching model and curriculum in the field of e-commerce education in vocational colleges.
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    Assessing version control system skill gaps in undergraduate IT education: A needs assessment of academic and industry stakeholder perspective
    (2025-01-01)
    Kulchan, Supeeti
    ;
    Pimdee, Paitoon
    ;
    Sukkamart, Aukkapong
    This study presents a needs assessment evaluating undergraduate Information Technology (IT) students' Version Control System (VCS) competencies based on perspectives from IT instructors and IT entrepreneurs in Thailand. Using a structured questionnaire, data were collected from 49 stakeholders assessing both actual and desired skill levels across seven core VCS competencies. Paired-sample t-tests revealed statistically significant differences between actual and desired competencies for all skill factors (p <.01), underscoring considerable gaps. The highest Priority Needs Index (PNImodified) values were observed in writing effective commit messages, detecting and resolving errors, and tracking change history. Notably, instructors perceived more significant skill gaps than entrepreneurs, highlighting a need for improved curriculum alignment. The findings emphasize the urgency of enhancing higher-order VCS skills critical for agile and DevOps workflows. This study lays the groundwork for developing a new training curriculum integrating blended learning, problem-based learning (PBL), and generative AI tools to address these gaps and better prepare students for professional software development environments.
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    Developing Student Creative Problem-Solving Skills (CPSS) Using Online Digital Storytelling: A Training Course Development Method
    (2022-01-01)
    Khamcharoen, Nipaporn
    ;
    Kantathanawat, Thiyaporn
    ;
    Sukkamart, Aukkapong
    This study set out to research and evaluate the needs in developing creative problem-solving skills (CPSS) of undergraduate students through developing and evaluating a digital storytelling process using Padlet. The sampling process used simple random sampling to select 332 teachers from 83 schools in Bangkok. The data was collected using a needs assessment questionnaire, training course questionnaire, and satisfaction questionnaire. Descriptive statistics used for the analysis included frequency, percentage, mean (x̄ ), and standard deviation (SD). The data collected were mean scores of expert validity testing and student inter-rater reliability testing. The assessment evaluated student satisfaction toward the CPSS training course using 30 students in the Computer Education Program at Dhonburi Rajabhat University's Faculty of Education in Thailand. The findings revealed that of the four aspects identified for developing undergraduate CPSS, elaboration was at the top of the priority of needs (PNI<inf>Modified</inf> = 0.20). This was followed by originality and flexibility (PNI<inf>Modified</inf> = 0.19). Finally, was fluency (PNI<inf>Modified</inf> = 0.18). Also, analysis of the prospective condition was ranked ‘high’ across all four aspects with an average of x̄= 4.38 SD = 0.06. Further analysis of the real condition showed that all four aspects had an average of x̄= 3.67, SD = 0.06. The study contributes to the literature in that it demonstrated that correctly developed and implemented undergraduate student CPSS can increase significantly. This fact is critical in knowing as a nation’s future depends on its workforce and leaders having CPSS
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    DEVELOPMENT OF A TRAINING COURSE: A NEEDS ASSESSMENT APPROACH TO ENHANCE THE FACILITATOR TECHNIQUE FOR THAI COMMUNITY ENTERPRISES
    (2022-01-01)
    Chuenchaikit, Tidarat
    ;
    Kiddee, Krissana
    ;
    Ratanaolarn, Thanin
    As the Thai government's policy requires community enterprises to be able to solve problems by themselves and be self-reliant, this study was conducted to assess and prioritize the needs of facilitator skills to enhance the facilitator technique in developing a training course for Thai community enterprises. The data was collected from 137 members of the community enterprises in Thailand. The research instrument was a need assessment questionnaire on the actual situation and expected situation towards skills of facilitator for community enterprises. The statistics used to analyze the data included mean (X<sup>̅</sup>), standard deviation (SD) and Priority Needs Index Modified (PNIModified). It is suggested that the results of this study should be applied in the development of training courses to enhance the ability of facilitator of community enterprises. The findings present new knowledge on facilitator techniques, which community enterprise members can use to develop an economic system of the community self-sufficiency.