Tuntiwongwanich, Somkiat
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Preferred name
Tuntiwongwanich, Somkiat
Alternative Name
Tuntiwongwanich, S.
Main Affiliation
Email
somkiat.tu@kmitl.ac.th
3 results
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Item type:Publication, A blended learning model with IoT-based technology: Effectively used when the COVID-19 pandemic?(2020-01-01); IoT-based technology was considered to refer to all heterogeneous objects and devices through any networks, and Blended Learning (BL) is the educational approach to combine face-to-face (F2F) instruction with ICT instruction. In this COVID-19 pandemic, a model of BL with IoT-based maybe the best New Normal solution for all educational stakeholders. While Traditional F2F is forced to change by social distancing to prevent COVID-19. Many IoT-based "things" could be added in class to create and improve a smart learning environment while portable devices could be joined for the learning goals. This study divided BL into 4 characteristics; F2F, Self-paced, Tele-D, and Ubiquitous, which were further categorized into 3 typical cases of learning environments, Digital, Embedded, and Side-by-side cases. Content analysis method was used to analyze and synthesize a model from related literatures, textbooks, research, articles and websites. A framework of this model has 2 roles of user interfaces (teacher and student) which link 6 modules and a set of databases and 2 types of contexts (classroom and personal). - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Development of an Online Active Learning Model Using the Theory of Multiple Intelligence to Encourage Thai Undergraduate Student Analytical Thinking Skills(2022-09-30); ; This research aim was to create an online active learning (OAL) model using Multiple Intelligence Theory (MIT) to promote Thai undergraduate analytical thinking skills (ATS). Eight experts assisted with their expertise in the model’s development and five for the model’s final assessment. The research tools used consisted of an interview form and a model assessment form. The results showed that the PPICE learning model consisted of nine elements and five steps. The five steps were preparation and problem determination (Step 1), problem analysis (Step 2), study and collect relevant information to practice thinking (Step 3), conclusion and presentations (Step 4), lesson summary and evaluation (Step 5). The expert's assessment of the PPICE Model revealed that overall the model was at its 'best' level (mean = 4.63, SD = .048). Moreover, the experts judged the model's nine components as the 'best' (mean = 4.74, SD = 0.38), with measurement and evaluation second (mean = 4.70, SD = 0.45), and teaching and learning activity processes third (mean = 4.66, SD = 0.48). - Some of the metrics are blocked by yourconsent settings
Item type:Publication, A Thai junior high school students' 21st century information literacy, media literacy, and ICT literacy skills factor analysis(2018-01-01); ; ; 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).