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    Ineffective Online Learning During the COVID-19 Pandemic in Higher Education
    (2026-01-01)
    Sitthiworachart, Jirarat
    ;
    Hong, Jon Chao
    ;
    Yanwar, Amanda Pradhani
    ;
    Prabowo, Thoriq Tri
    ;
    Suwanno, Phimpawee
    The rapid shift to online learning during COVID-19 caused challenges in higher education. Many teachers and students lacked experience with online learning platforms and techniques. The factors why online learning was not effective during the COVID-19 pandemic are examined. A total of 302 questionnaires were collected using Google Form. The quantitative data were analyzed using SPSS and AMOS for item analysis, facet reliability and validity analysis, path analysis, direct and indirect effect analysis, and difference analysis. The effect of online learning flow, online learning cognitive load, and self-efficacy of online learning on unsuccessful online learning was revealed in this study. The result showed that: (1) greater levels of Self-efficacy of Online Learning on Human-system interaction (SOLH) and Self-efficacy of Online Learning on Content (SOLC) were significantly predict higher levels of Flow in Online Learning (FOL); (2) greater levels of Self-efficacy of Online Learning on Human-system interaction (SOLH) and Self-efficacy of Online Learning on Content (SOLC) were not significantly predict higher levels of Cognitive Load of Online Learning (CLOL); and (3) greater levels of Cognitive Load of Online Learning (CLOL) were significantly predicted higher levels of Online Learning Ineffectiveness (OLI). The online learning ineffectiveness can be reduced by decreasing the levels of cognitive load instead the learning flow.
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    Blended learning with digital story telling model of students in English courses of Chinese primary education: Need assessment analysis
    (2025-01-01)
    Peng, Lifei
    ;
    Petsangsri, Sirirat
    ;
    Cui, Jianming
    The current study aimed 1) to assess the needs of students in English courses at primary schools in China, focusing on blended learning, digital storytelling, English communication skills, and self-efficacy; 2) to develop blended learning with a digital storytelling model. The researcher employed a stratified random sampling method to select four key public primary schools from ten key public primary schools in Tongren City, China. Furthermore, English teachers from those four selected primary schools were invited to assist in the process of distributing the questionnaires, with 100 students sampled from each school, totaling 400 participants. Descriptive statistical methods were used to analyze the collected data, examining the mean scores across 12 items. Results indicated that the mean values ranged from 3.81 to 4.63. Among these, seven items had mean scores exceeding 4.21, reflecting a high need for elements such as additional online English learning materials, English movies and videos, enhanced speaking skills, and greater confidence in learning English. The remaining five items had mean scores above 3.41, indicating a moderate level of need. Moreover, the blended learning with the digital storytelling model was composed of ten steps, including online and offline activities.
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    Problem-based learning with library e-resources to enhance student information literacy self-efficacy
    (2024-11-14)
    Prabowo, Thoriq Tri
    ;
    Sitthiworachart, Jirarat
    ;
    Hong, Jon Chao
    ;
    Joy, Mike
    Purpose: This study investigates the effectiveness of problem-based learning (PBL) in information literacy curricula using library e-resources to enhance information literacy self-efficacy (ILSE) of students in two universities in Indonesia, in Java Island (University A) and Sumatra Island (University B). Design/methodology/approach: A comparison of the effectiveness of the approach in the two universities forms the focus of the study, which has adopted a single group quasi-experimental design which was conducted in one online teaching-learning session. The authors compared the pre-test and post-test scores of 65 library and information science (LIS) students from both universities. Findings: The results show that the treatment enhanced ILSE effectively. After the treatment, University A students performed better than those at University B. Research limitations/implications: The factors which affected the success of PBL using library e-resources have not been identified in this study, a task for a future qualitative research study. Practical implications: This study will both inspire the use of library e-resources in learning activities and promote ILSE. Originality/value: Integrating PBL with library e-resources provides opportunity to identify the advantages of library e-resources in supporting student ILSE, resulting a better learning achievement.
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    Demographic analysis of information literacy self-efficacy among library and information science students in Indonesia
    (2024-01-01)
    Prabowo, Thoriq Tri
    ;
    Sitthiworachart, Jirarat
    ;
    Lo, Chung Kwan
    Robust information literacy (IL) self-efficacy is a cornerstone of effective learning. The effect of demographics on IL self-efficacy among Indonesian university students was studied, focusing on gender, age, and current university. Two hundred twenty-four students from four universities participated in this mixed-methods study. Quantitative data, collected through an online survey based on Kurbanoglu's IL self-efficacy scale, were analyzed using t-tests and ANOVA. Qualitative data from follow-up surveys were thematically analyzed. Results indicate high IL self-efficacy. The university which students attended affected IL self-efficacy, while gender and age did not. Educational background, IL experiences, and access to information significantly influenced self-efficacy. The importance of IL skill development in a digital, information-rich world was demonstrated. Valuable insights into the effective use of a two-stage survey on IL self-efficacy tied to demographics are provided, aiming to promote educational equity, refine interventions, allocate resources, enhance curricula, shape policies, and equip students for the demands of the information age.
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    Empowering Preservice Teachers: A Mentored Blended Learning Approach with MOOCs to Elevate Skills and Self-Efficacy
    (2023-01-01)
    Zou, Xia
    ;
    Ratana-Olarn, Thanin
    This research explored the evolving needs and preferences of preservice teachers and their teachers in a mentored blended learning model supplemented with Massive Open Online Courses (MOOCs). The primary objectives included understanding these educational stakeholders’ requirements, developing an effective mentored blended learning with MOOCs model, and evaluating its impact on the teaching skills and self-efficacy of 40 third-year preservice teachers specializing in preschool education. Feedback from 15 participating teachers was also gathered. Employing a mixed-methods approach, this study utilized an experiment for preservice teachers and an interview schedule for their teachers. Quantitative analysis revealed a significant shift in preferences, where a mentored blended learning with MOOC model was considered the best approach to teaching preschool education-selected content. Preservice teachers strongly desired to utilize MOOCs to better understand training content and preferred the new model over traditional teaching methods. They sought more systematic, comprehensive knowledge closely linked to classroom teaching practices. There was a clear demand for extensive learning resources and a more interactive, supportive learning environment with timely mentor feedback. Additionally, preservice teachers were keen on honing their teaching skills, particularly in adapting to teaching and mastering teaching-learning strategies. The study also incorporated feedback from expert teachers, who contributed valuable insights for refinement. Overall, this research highlights the potential of the Teaching Model Version 3.0 to address the changing needs of preservice teachers and improve their skills and self-efficacy in preparation for internship placements.
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    The extended mobile health acceptance model in Thailand: A conceptual framework
    (2020-01-01)
    Sombat, Paneepan
    ;
    Chaiyasoonthorn, Wornchanok
    ;
    Chaveesuk, Singha
    Information technology has revolutionized people's lifestyle. People have the liberty of using the smart technology for reapings its benefits especially related to health care. The government of Thailand wants to optimize its benefit with the adoption of this technological advancement in the field of health care service in line with Thailand industry 4.0 policy and digital economy. Mobile health is one of the steps in this direction. However, less people in Thailand have performed on using mHealth services and limited research has been found under the acceptance of using mHealth technology. This study will help establish links to the general public and their accessibility and the ways to increase the usage rate. The mHealth acceptance framework is developed by integrating the Unified Theory of Acceptance and Use of Technology combined with self-efficacy, technology anxiety, and personal innovativeness in information technology. The contribution of this study is to build a proposed model for the mHealth acceptance and its use in Thailand.
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    A theoretical and empirical framework for knowledge sharing: An auto industry case-study
    (2019-01-01)
    Jarinto, Krit
    ;
    Jermsittiparsert, Kittisak
    ;
    Chienwattanasook, Krisada
    The study is aimed at investigating the impact of transformational leadership, organizational support, job insecurity, and self-efficacy on knowledge sharing. In addition to that, the study has examined the moderating role of JS in the relationship between SE, and knowledge sharing and between job insecurity and knowledge sharing. The data obtained through questionnaires were then entered into the SPSS to obtaining descriptive statistics and later transferred to Smart PLS to perform statistical analysis and to test the proposed hypotheses as well as check the research instrument reliability and validity through estimation of measurement and the structural model. The case-study group of 361 employees working in Thai auto firms was chosen as the study sample and PLS-SEM, also referred to as a second-generation multivariate statistical data analysis was employed. The findings of the study provide support for the view that the sharing of organizational knowledge is key in organizational success. Meanwhile, the role of JS as moderator is examined and further the relationship with job insecurity and knowledge sharing, and self-efficacy and knowledge sharing will be examined as well. The results are presented here.