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Author: search.filters.author.Nakwijit, Rerkrudee

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    Computer Education Student Teacher Complex Problem-Solving Skills Development using Computational Thinking and Visualization Tools
    (2024-01-01)
    Sukkamart, Aukkapong
    ;
    Sermsri, Natchanun
    ;
    Kantathanawat, Thiyaporn
    ;
    Nakwijit, Rerkrudee
    ;
    Meekhobtong, Sirinthorn
    This research explores the impact of a Collaborative Learning Management Model (CLMM) integrating Computational Thinking (CT) and Visualization Tools (VT) on the development of Complex Problem-Solving Skills (CPSS) in first-year computer education student teachers in Thailand. The study, conducted with 15 student-teachers from Dhonburi Rajabhat University, involved a six-module CPSS learning intervention. Notably, Unit 2’s Alternative Flowchart Writing (AFW) and Unit 4’s Sequential Python Writing (SPW) excelled, while Units 1 and 3 showed initial shortcomings. The overall evaluation, however, revealed that CLMM yielded a final mean of 90.40 and SD of 5.59, emphasizing its effectiveness in enhancing student-teacher CPSS. The research advocates for educators to prioritize advanced tools, including emerging Artificial Intelligence (AI) visualization tools, to further elevate CPSS education, preparing a new generation of educators for the challenges of educating digitally enabled knowledge workers.
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    A Learning Management Model to Enhance Creative Self-Directed Learning Skills in Thailand
    (2023-01-01)
    Patphol, Marut
    ;
    Saengloetuthai, Jittirat
    ;
    Intalapaporn, Chamras
    ;
    Nakwijit, Rerkrudee
    ;
    Kanoksinlapatham, Harinvid
    The objectives of this research were to study and develop a learning management model that enhances creative self-directed learning skills among school students in Thailand and to prepare policy proposals and practical approaches for implementation in educational institutions. The study was conducted using a research and development methodology in four steps: literature review, development of a learning management model, model testing in sixteen classrooms with a total of 501 learners, and evaluation of the model’s effectiveness for enhancing creative self-directed learning skills. The research results revealed that effective learning management models for enhancing creative self-directed learning skills consist of principles, objectives, and learning management procedures with well-defined roles for teachers and learners and continuous evaluation. As teachers play a role in coaching learners, they should engage, empower, and enliven their students according to the context of learning management and the nature of the learners. Testing of the learning management model found that elementary and secondary learners both developed their creative self-directed learning skills with statistical significance at the 0.01 level. The researchers propose a policy to promote self-directed learning management in educational institutions.