Ratanaolarn, Thanin
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Preferred name
Ratanaolarn, Thanin
Alternative Name
Ratana-Olarn, Thanin
Ratanaolarn, T.
Main Affiliation
Email
thanin.ra@kmitl.ac.th
4 results
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Item type:Publication, A quasi-experimental study of lab rotation integrated with generative AI and peer code review model to enhance students’ critical thinking and academic resilience in introductory programming(2026-01-01); Lab rotation provides a dynamic and interactive learning environment; generative artificial intelligence can help novices overcome learning challenges; and peer code review offers a collaborative learning environment. This study investigates how incorporating these designs into a new instructional model can enhance students’ critical thinking and academic resilience. A total of 83 first-year college students participated in the experiment, which lasted 6 weeks. The students were from two classes, majored in Educational Technology, and were enrolled in an introductory programming course titled ‘C Programming’. Class 1 was randomly selected as the control group and Class 2 as the experimental group. The experimental group and the control group were taught by the same teacher. The control group employed the traditional programming teaching method, whereas the experimental group utilized a new instructional model comprising four learning stations: instruction, lab, teacher-led, and review stations. All participants took a critical thinking test and an academic resilience questionnaire before and after the experiment. The results showed no significant difference in critical thinking and academic resilience between the pretest groups. In contrast, the post-test results showed that the experimental group’s critical thinking and academic resilience significantly outperformed those of the control group. The findings highlight the effectiveness of the instructional model on students’ critical thinking and academic resilience. This study is the first to integrate lab rotation, generative artificial intelligence, and peer code review into the design of a new instructional model for introductory programming and to demonstrate its effectiveness in enhancing students’ critical thinking and academic resilience. This study can serve as a reference for future studies. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Project-based blended learning for vocational education: Enhancing digital marketing competencies and team spirit(2025-01-01); Developing digital marketing competencies and team spirit is essential in vocational education to cope with the digital economy’s demands. Based on the needs assessment of vocational students and related literature research, this study discusses how to develop and implement the project-based Blended Learning (PjBBL) model and evaluates its effectiveness in enhancing digital marketing competencies and team spirit among vocational students. The research employs a quasi-experimental design with 90 students from Tongren Polytechnic College, Guizhou, China, divided equally into experimental and control groups. The experimental group followed the PjBBL model. The control group used blended learning (BL) methods. The learning activity lasted 8 weeks, pre-tests and post-tests were administered using a 5-point Likert scale for digital marketing competencies and team spirit. MANOVA analysis (level 0.05) showed a significant difference in digital marketing competencies and team spirit between PjBBL and BL. The results revealed that while both groups showed improvement, the experimental group achieved significantly higher scores in both areas, indicating the effectiveness of the PjBBL model. This study provides valuable insights into improving vocational education through innovative teaching approaches. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Student needs assessment analysis in e-commerce courses of vocational colleges in Guizhou Province China(2025-01-01); ; Cui, JianmingThis study aimed to identify the specific needs of students in e-commerce courses in vocational colleges, focusing on digital marketing competencies, team spirit, learning methods, and course content to support curriculum development and the construction of innovative teaching models. The researcher of this study conducted a needs assessment survey with a sample size of 400 current vocational students. The collected data were analyzed using descriptive statistics to determine the means of 12 items. The results showed that the mean value of items ranged from 3.44 to 4.29, and all items reached at least the need level. Furthermore, respondents perceived a strong need to enhance digital marketing competencies and adopt new learning methods in e-commerce courses. Respondents also showed a need to integrate project-based learning and blended learning compared to other learning methods. A comprehensive student needs assessment analysis towards e-commerce courses has been provided in this study; it could serve as basic information for educators to develop a better teaching model and curriculum in the field of e-commerce education in vocational colleges. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Advancing higher education students’ self-efficacy and achievement through self-directed learning integrated with the BOPPPS model(2025-01-01); As higher education increasingly prioritizes students’ self-directed learning (SDL) capabilities, enhancing self-efficacy has become a vital aspect of their development. This study investigated the effects of an integrated SDL-BOPPPS (Bridge-in, Objective, Pre-Assessment, Participatory Learning, Post-Assessment, and Summary) model on students’ self-efficacy and academic achievement utilizing a quasi-experimental design. The SDL-BOPPPS model received an average rating of 4.55 from five experts on a 5-point Likert scale, indicating that its quality met the teaching standards. In the quasi-experimental research, ninety students from The Open University of China were randomly assigned to experimental and control groups. The SDL-BOPPPS model was implemented in the experimental group over six weeks, structured around five stages: target setting, plan design, information collection, learning activity implementation, and reflection. Descriptive statistics and independent samples t-tests were employed for data analysis. The results revealed that students in the experimental group exhibited significantly higher levels of self-efficacy and achievement compared to those in the control group. These findings highlight the effectiveness of the SDL-BOPPPS model in enhancing self-efficacy and academic performance while providing new insights for integrating innovative teaching models into higher education contexts.