Viriyavejakul, Chantana
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Preferred name
Viriyavejakul, Chantana
Alternative Name
Viriyavejakul, C.
Main Affiliation
Email
chantana.vi@kmitl.ac.th
4 results
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Item type:Publication, An analysis of digital literacy skills among Thai university seniors(2016-01-01); Digital literacy and the associated skills are becoming the basic and essential skill set of any employer that wishes to survive in a highly competitive world.Given the global importance of these skills for many sectors including education, medicine, information technology, tourism, etc., the researchers sought to determine which digital literacy skills were most important in using digital technology, communications tools, and/or networks to access, manage, integrate, evaluate, create and communicate information in order to function in a knowledge society.From a multistage random sampling survey of 400 second semester university seniors finishing their degrees in 2014 at 9 Thai public and private universities, it was determined that the ability to evaluate was the most important skill indicator in the development of digital literacy. Analysis was conducted by use of LISREL 8.72. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Personnel Learning Behavior in the Workplace: A Study of Workplace Habits(2020-01-01); Workplace learning is becoming an essential part for an organization to enhance an employee’s knowledge and skill to deliver an enterprise’s business sustainability. To develop a suitable model for workplace learning, this paper aims to investigate learning behavior for personnel in a workplace and to understand the factors that influence learning behavior for technical staff of a plastic packaging company in Bangkok. The data was collected by using a questionnaire that included 3 parts; 1) personal factors 2) learning behavior of personnel in the workplace and 3) factors that influence learning behavior of personnel in the workplace. The target group was 75 technical staff members by a multi-stage sampling. The research findings were that from 3 ways of informal learning behavior in workplace are self-directed learning, networking, and coaching and mentoring, a target group behavior to agree with highest score of self-directed learning at the average score of 3.62, compared with network learning and coaching learning which neither agree nor disagree at average score 3.36 and 3.32, respectively. Moreover, challenges on their job is the most influential factor of their learning behavior in the workplace at average score 3.64 followed by a confidence level and support from the company with an average score 3.53 and 3.38, respectively. Results from the study show that mostly staffs were interested in learning by themselves with encouragement from challenges, confidence level, and support from the organization. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Community-based water management competencies of agriculture and technology college teachers: A needs assessment(2026-04-01); This research aims to study, assess, and prioritize the needs regarding learning competencies in community-based water management programs in Thai agriculture and technology college (CAT) instructors. The sample group was CAT teachers who participated in a training project to promote knowledge and learning competency in community-based water management. This Activity was part of the 2023 Royal Initiative Community-based Water Management Project. The sample group of 36 CAT water management instructors was obtained by purposive sampling. The research tool used was a needs assessment questionnaire. It is a 5-rating scale consisting of three aspects including knowledge (K), attitude (A), and practice (P). The index of item objective congruence (IOC) was 0.88, and the reliability of the questionnaire was 0.97. Data analysis used descriptive statistics, including the mean and standard deviation (SD), and analysis needs assessment with the modified PNI index value (PNI<inf>modified</inf>). The research results found that teachers have high expectations regarding learning competencies in water management, both individually and overall. In contrast, the Actual condition of both individual aspects and the overall picture is moderate to high. Moreover, for the needs assessment regarding teachers’ competencies in learning about water management, the aspect with the highest PNI value was cognitive competence (0.21), followed by practical competence (0.16) and affective competence (0.10). - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Problem-Based Blended Training via Chatbot to Enhance the Problem-Solving Skill in the Workplace(2022-01-01); Problem-solving skill is one of the soft skills that has become essential for employees in various organizations. Training model and educational technology were considered key success factors in delivering knowledge for personnel in the workplace to develop this skill. Problem-Based Learning (PBL) is a key driver for learning activities, which has been increasingly adopted for workplace training and has proven to be one of the best approaches to helping learners improve their problem-solving skills in the organization. Hence, this research aims to synthesize problem-based blended training via chatbot to enhance problem-solving skills in the workplace. Literature review, document analysis, and focus group technique were used as the main procedures for the first phase of model synthesis. The effectiveness of the training model was examined in the second phase by applying it to 20 employees of the flexible lamination manufacturers in Thailand from purposive sampling. The training was held for four weeks and examined with a problem-solving skill test. In addition, a follow-up test has been conducted to monitor retention skills after a four-week training period. Data analysis used the repeated-measures ANOVA test with normality and homogeneity as a prerequisite test. This study shows that the problem-based blended training model via chatbot to enhance problem-solving skills in the workplace comprises six main steps: (1) Group identification; (2) Problem identification; (3) Idea creation; (4) Learning; (5) Implementation; (6) Evaluation. The results on the implemented training model showed that problem-solving skills after training were significantly higher than those before training, and the retention of skill remained higher than that before training and did not significantly change after finishing training at a statistical significance of 0.5. As a result, the developed model is highly appropriate for implementation, particularly because the chatbot platform is involved in almost every step of this training model to accommodate learners who can easily access the training platform, repeat the training content, and feel motivated to explore new information to improve their problem-solving skills. In a post-COVID-19 period with distancing required in the workplace, this model is applicable to deliver efficiency in workplace training.