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Author: search.filters.author.Ratanaolarn, ThaninSubject: search.filters.subject.Thailand

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    THE EXPECTATIONS OF LECTURERS AND EMPLOYERS TOWARDS WORK-INTEGRATED LEARNING IN THE FIELDS OF HOSPITALITY AND TOURISM EDUCATION
    (2024-05-01)
    Kanta, Sasipha
    ;
    Kiddee, Krissana
    ;
    Ratanaolarn, Thanin
    Work-Integrated Learning (WIL) is an instructional method that integrates the requirements of the employment sector into curriculum design, blending academic and practical training. The key drivers of this type of learning management are lecturers and employers. This study aims to compare expectations in WIL, classified by occupation and work experience. Data were collected from two groups of stakeholders, including lecturers from six higher education institutes using WIL learning management, and supervisors responsible for overseeing learners during their practical training period in the hospitality and tourism field. Fieldwork was conducted with employers in managerial positions at nine hotels in Thailand, using cluster random sampling to obtain the 19 participants. The research instrument was an assessment form evaluating the performance expected of learners upon graduation. The statistics used to analyze the data included mean (x̅), standard deviation (SD), and two-way analysis of variance (ANOVA). The findings indicate that lecturers and employers have the highest expectations for WIL learning in the hospitality and tourism field (x̅ = 4.63, SD = 0.27), with different occupations and experiences having similar expectations for WIL learning. These results offer new insights into identifying stakeholder groups as informants for data collection and need analysis in designing or improving curricula. Additionally, the findings can guide curriculum developers in selecting main stakeholders for data collection and need analysis used in curriculum design.
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    Examining the motivation level of students in e-learning in higher education institution in Thailand: A case study
    (2018-11-01)
    Kew, Si Na
    ;
    Petsangsri, Sirirat
    ;
    Ratanaolarn, Thanin
    ;
    Tasir, Zaidatun
    The rapid growth of Internet technology has resulted in the development of e-learning in higher education institution with the purpose of enhancing students’ performance in their learning practice. In this regard, motivation is one of the important predictors of intention to use e-learning that can in turn make impact on students’ learning practice. By knowing the motivation level of students, instructors can provide suitable teaching materials in e-learning for students to make them more engaged in e-learning activities. Nonetheless, based on the recent review studies result, there is limited research on investigating motivation level of students in e-learning in higher education institution in Thailand. Hence, this study aims to explore the motivation level of students in e-learning in higher education institutions in Thailand, using the Instructional Materials Motivation Survey and interview as the research instruments. A total of 174 students from higher education institutions in Thailand were involved in this study. SPSS software was used to analyse the data to investigate the motivation level of students, and also to compare the different motivation level of students between gender, degree level of study, branch of study and year of study. The result shows that most of the students had upper medium level of motivation level in e-learning, and there was a statistically significant difference in motivation level between the different degree levels of students. Also, the ways to enhance motivation suggested by the respondents were also discussed in this paper as a reference for the future use.
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    A Thai junior high school students' 21st century information literacy, media literacy, and ICT literacy skills factor analysis
    (2018-01-01)
    Moto, Sangutai
    ;
    Ratanaolarn, Thanin
    ;
    Tuntiwongwanich, Somkiat
    ;
    Pimdee, Paitoon
    As Thailand moves through the 21st Century, the education system and resultant labor force must be prepared for rapid changes in Thailand's society, culture, politics, economy, and technologies. Previously, the 21st century framework has identified crucial elements for future success as information literacy, media literacy, and information and communication technology (ICT) literacy skills. Given this priority, by use of multistage clustering sampling, 380 Thai junior high school students were selected, from which a five level, 73-item Likert type agreement scale questionnaire was used to collect data from October 2017to December 2017. The analysis of the student's skills in information literacy, media literacy, and ICT literacy was conducted with the use of SPSS Version 24 software mean (χ), standard deviation (S.D.), the Kaiser Meyer Olkin (KMO) test, and Bartlett's test of sphericity for analysis. Furthermore, a second-order confirmatory factor analysis was undertaken in which AMOS Version 24 software was used. Based on the second order CFA, it was found that the Information, Media and Technology Skills (IMTS) model was composed of three components that corresponded to the empirical data, with the most important element being ICT literacy (.998), followed by media literacy (.992), and finally, information literacy (.947).