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Author: search.filters.author.Ratanaolarn, ThaninSubject: search.filters.subject.Project-based blended learning

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    Examining vocational college student learning needs toward entrepreneurship courses in Southwestern China
    (2025-01-01)
    Wang, Xiaoqing
    ;
    Ratanaolarn, Thanin
    ;
    Sitthiworachart, Jirarat
    ;
    Cui, Jianming
    The present research aimed to study the student learning needs assessments of entrepreneurship courses in vocational colleges of southwestern China to identify students' learning needs based on the perspectives of creativity, openness to experience, project-based blended learning, design thinking, and entrepreneurship courses. The researcher employed a multi-stage sampling method to select a sample size of 400 current vocational students from four regions in southwestern China to participate in this research. The collected data were analyzed using descriptive statistics to determine the means of 15 items. The results showed that the mean values of the items ranged from 3.66 to 4.28, and all items reached at least the need level. Furthermore, respondents strongly agreed on the importance of enhancing openness to experiences and creativity in entrepreneurship courses. Meanwhile, the respondents also indicated the need for project-based blended learning and design thinking as the learning methods to be used in the teaching practices of entrepreneurship. The results of this study are expected to benefit educators in the process of developing new teaching methods and curricula in the field of entrepreneurship education.
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    Project-based blended learning for vocational education: Enhancing digital marketing competencies and team spirit
    (2025-01-01)
    Tan, Linxi
    ;
    Ratanaolarn, Thanin
    ;
    Sriwisathiyakun, Kanyarat
    Developing digital marketing competencies and team spirit is essential in vocational education to cope with the digital economy’s demands. Based on the needs assessment of vocational students and related literature research, this study discusses how to develop and implement the project-based Blended Learning (PjBBL) model and evaluates its effectiveness in enhancing digital marketing competencies and team spirit among vocational students. The research employs a quasi-experimental design with 90 students from Tongren Polytechnic College, Guizhou, China, divided equally into experimental and control groups. The experimental group followed the PjBBL model. The control group used blended learning (BL) methods. The learning activity lasted 8 weeks, pre-tests and post-tests were administered using a 5-point Likert scale for digital marketing competencies and team spirit. MANOVA analysis (level 0.05) showed a significant difference in digital marketing competencies and team spirit between PjBBL and BL. The results revealed that while both groups showed improvement, the experimental group achieved significantly higher scores in both areas, indicating the effectiveness of the PjBBL model. This study provides valuable insights into improving vocational education through innovative teaching approaches.
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    Integrating project-based blended learning and design thinking to enhance creativity and openness to experience
    (2025-01-01)
    Wang, Xiaoqing
    ;
    Ratanaolarn, Thanin
    ;
    Sitthiworachart, Jirarat
    Entrepreneurship education fosters economic growth and career development, yet innovative learning methods and research on openness to experience and creativity remain underexplored in higher vocational education. This study proposes the PjBBL-DT learning model and evaluates its impact on openness to experience and creativity through a 15-week 3-phase quasi-experiment with 61 first-year Chinese vocational students, using PjBBL model in Phase I and PjBBL-DT model in Phases II-III. Five experts evaluated the model, with mean and standard deviation scores indicating high quality. Repeated measures MANOVA revealed a significant improvement in creativity in Phase II, with no significant difference between Phases II and III, suggesting both immediate effects and retention. Openness to experience increased progressively across phases, demonstrating significant improvement but limited retention effect. The findings confirm the model's effectiveness in entrepreneurship education for higher vocational colleges.