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Author: search.filters.author.Sitthiworachart, JiraratSubject: search.filters.subject.higher education

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    Design-Based Learning and Students’ Study Engagement and Design Thinking Competence: A Study Based on the Job Demands–Resources Theory
    (2026-07-01)
    Li, Zhaodi
    ;
    Joy, Mike
    ;
    Li, Dan
    ;
    Sitthiworachart, Jirarat
    Despite many design-based learning (DBL) studies, longitudinal evidence on how course demands and resources shape design thinking competence (DTC) via study engagement remains scarce. Building on the job demands–resources (JD–R) theory, this study aims to examine whether program demands (project characteristics) and program resources (the role of the teacher, assessment, and social context) promote study engagement, which in turn predicts DTC. We conducted a three-wave (T1/T2/T3) longitudinal survey at Weeks 1, 5, and 8 in a user interface (UI) design course in China (N = 166). T1 collected demographics and prior UI experience (covariates), T2 measured program demands, program resources, and study engagement, and T3 measured DTC. Data were analysed using structural equation modelling (SEM) with bootstrapped indirect effects. Program demands (project characteristics) positively predicted study engagement (β = 0.174, p = 0.020). Among program resources, the role of the teacher (β = 0.313, p < 0.001), assessment (β = 0.280, p < 0.001), and social context (β = 0.253, p = 0.009) were significant, and study engagement positively predicted DTC (β = 0.535, p < 0.001). Direct paths from program demands and resources to DTC were non-significant, while all indirect effects via study engagement were significant. In DBL, a well-calibrated configuration of program demands and resources energized study engagement, which subsequently fostered DTC.
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    Flipped Classroom Approach for the Development of Thinking Skills and the Fostering of Student Engagement
    (2023-01-01)
    Sitthiworachart, Jirarat
    This study investigated students' perceptions of a flipped classroom approach to develop thinking skills and to foster student engagement in a culture and language for teachers course at a large university in Thailand. This strategy aimed at improving teaching quality and learning efficiency. Forty-one undergraduate students participated in this study and were divided into two groups (good and poor student ability groups). Mixed methods research was adopted, using a questionnaire and interview to understand the effectiveness and students' perspectives of the flipped classroom approach. The results showed that the flipped classroom approach enhanced students' thinking skills, and increased student engagement. It contributed positively to the students' learning experience, although they preferred the passive learning in the traditional classroom. The results of the paired-samples t-Test suggested that a good student ability group could be successfully engaged using the flipped classroom approach.
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    Technology-Supported Active Learning in a Flexible Teaching Space
    (2022-09-01)
    Sitthiworachart, Jirarat
    ;
    Joy, Mike
    ;
    King, Emma
    ;
    Sinclair, Jane
    ;
    Foss, Jonathan
    Active learning is increasingly of interest within Higher Education. The use of technology provides, in theory, the opportunity for more effective active learning, but in practice the majority of learning technology usage is still for “traditional” approaches. Conventional staff training is failing to address this. The authors’ university has provided an experimental technology-rich teaching space (the Teaching Grid) for supporting teachers as they experiment with the delivery of innovative, technology-based teaching. This study investigates teachers’ experiences of trialling active learning approaches within the Teaching Grid using four case studies. The results suggest that the Teaching Grid can be effectively used to support teacher professional development, and the experience of using the facility encourages teachers to integrate technology into their future teaching plans. Five factors are identified which contribute to the promotion of active learning. Teachers’ perceptions of their experience indicate not only the intention to use technology more but also an increased awareness of its potential and openness to adopt more active, student-focused approaches. The broader significance of this work is to identify an alternative model for teacher development which, in contrast to most current approaches, has a demonstrable positive impact on fostering innovative, technology-based pedagogy.
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    PAD Class-A New Teaching Mode of Online and Offline in China: A systematic review of the literature
    (2021-01-01)
    Ding, Lihong
    ;
    Sitthiworachart, Jirarat
    ;
    Joy, Professor Mike
    With the passage of time and advances in educational technology, Chinese students are increasingly unwilling to accept traditional teaching modes. PAD paradigm is a relatively novel teaching model proposed in the field of education in China in recent years. This paper takes 938 journal literatures about PAD class published from 2014 to June 2018 CNKI which is the acronym of China National Knowledge Infrastructure. It includes China knowledge resource database, digital publishing platform and literature data evaluation, that educational uses of PAD as the research object, combs and studies the literatures about PAD class on Chinese CNKI, and using qualitative and quantitative methods, focusing on four Research Questions (RQ) were reviewed and analyzes and reflects on the distribution of articles published by PAD Class on CNKI, the authors, the characteristics of PAD Class, and the challenges it faces now and in the future. It is found that the number of articles has increased rapidly in recent years, and the research institutions, research topics and research methods are diversified. However, some studies are superficial and lack of depth, and some topics have not been deeply explored. Through analysis, this paper finds out the enlightenment of these studies to future education and teaching. Based on PAD class, it expounds the effectiveness of PAD course in improving students' active learning ability. The research results show that since 2014, with the emergence and application of PAD class paradigm, the biggest advantage of PAD classroom is that it can promote the improvement of classroom efficiency.