Petsangsri, Sirirat
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Preferred name
Petsangsri, Sirirat
Alternative Name
Petsangsri, S.
Main Affiliation
Email
sirirat.pe@kmitl.ac.th
30 results
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Item type:Publication, Enhancing Project-based Learning (PBL) in Cloud Education Models for Word Software Courses(2023-01-01); This research aimed to conduct a comprehensive needs analysis to gauge the needs of both students and educators concerning Project-Based Learning (PBL) in the context of a Cloud Education Model for Word Software Courses. The primary objectives encompassed the assessment of students' receptiveness towards PBL adoption and the evaluation of instructors' levels of enthusiasm for embracing the PBL instructional model. The study emphasized establishing a synergistic understanding between educators and learners regarding the seamless integration of PBL within the Cloud Education framework. Significantly, the research sought to innovatively develop and put together PBL within the Cloud Education milieu, discerning disparities in software proficiency and computational thinking between students exposed to PBL through Cloud Education and their counterparts experiencing traditional instructional methodologies. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Project-Driven Flipped Classroom Develop Digital Competences in Preschool Education Students(2024-01-01); Digital competency is one of the most important competencies for normal university students in the digital age. It will have a direct impact on the next generation they teach. At present, there are still some problems in the teaching content and teaching model. This study implements a project-driven flipped classroom teaching model for students by redesigning and developing a modern educational technology curriculum. 144 students participated in the experiment. Self-assessment was conducted in accordance with the ICT Teaching Competency Standards for Pre-service Teachers. The results show that project-driven flipped classroom solves the problem of learners' motivation. It can effectively improve the problems such as students cannot learn continuously, learn fragmented knowledge, and are easy to forget. At the same time, this study also points out flipped classroom requires university students have a certain level of self-management and self-learning ability. It is suitable for learning practical and operable knowledge and skills. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Application of Generative Artificial Intelligence (GenAI) to Enhance English Listening Skill for Undergraduate Chinese Student(2025-01-01) - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Analysis of Scholarly Communications of Students on Twitter(2022-01-01) - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Does an activated video camera and class involvement affect academic achievement? An investigation of distance learning students(2023-05-01); Morris, JohnIn synchronous learning, participants interact by viewing each other directly. Deactivation of the video camera and low student involvement can be interpreted variously, including learning seriousness or lack of it, physical presence in the virtual classroom, etc. We studied the connection between video camera use, class involvement and student achievement in a one semester psychometry class. We monitored camera use and class involvement and captured final grades, supplemented with an open-ended questionnaire and semi-structured interviews. A combination of turning a camera on and active participation in the class affected the student grade more strongly (p = 0.88) than class involvement (p = 0.12). Bayes factors showed that a model, enhanced by both activated cameras and student involvement, was 7.14 times more likely to affect grade. Bayes linear regression predicted class participation increased the grade by 3.2 points per meeting, whereas turning the camera on increased it by only 0.9 points per meeting. However, both involvement and turning the camera on were predictors of student achievement. Questionnaire responses showed reasons not turning a camera on included unready to learn (44%), unstable internet connection and limited quota (37%), psychological reasons (11%), devices overheating (4%) and following others (4%). On the other hand, students always turned the camera on because of communication support (49%), evidence of seriousness (25%) and attendance (16%), following others (1%), good internet connection (1%), and respect for the instructors (8%). The students who activated their camera felt supervised and it forced them to study seriously and maintain concentration during class. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Effect of Blended Learning with Peer Assessment on Violin Performance of Undergraduate Students(2023-01-01) - Some of the metrics are blocked by yourconsent settings
Item type:Publication, VIDEO CAMERAS IN DISTANCE CLASSES: EFFECTS ON STUDENT ATTITUDES AND VALIDITY OF MEASUREMENT TOOLS(2025-01-01); - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Effects of Steamification Model in Flipped Classroom Learning Environment on Creative Thinking and Creative Innovation(2020-11-01) - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The relationship between academic performance and motivation level in e-learning among Thailand university students(2020-03-01); Tasir, ZaidatunE-learning has been extensively implemented in universities and motivation is one of the important factors contributing the successful learning. However, few studies focus on the relationship between student motivation level and academic performance in e-learning. Therefore, we explored the relationship between motivation and academic achievement among students in Thai universities. 115 social science students filled in an instructional materials motivation survey and the data was analyzed by using SPSS software. The majority of students were found to have upper to medium motivation levels in e-learning. Further, there was a weak, positive correlation between motivation level and academic achievement, but it was not statistically significant. More results are discussed in this paper. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, THE PROJECT-BASED BLENDED LEARNING TO ENHANCE STUDENTS’ PAINTING SKILLS AND LEARNING ATTITUDE(2024-01-01); Objective: 1) To develop a project-based blended teaching model in the painting course; 2) To study the effect of the project-based blended learning on students’ painting skills and learning attitude towards painting courses. Mehtod: This research is divided into two phases. The first phase determines the teaching model of project-based blended learning. In this phase, there are two steps. The first step is to build a project-based blended teaching model; the second step is to invite 5 Experts evaluate the modified model and modify the model based on expert opinions. The second stage is to analyze the impact of the PjBBL teaching model on students’ painting skills and learning attitudes. The main research purpose of this stage is to conduct experiments to study the impact of the model on students’ painting skills and learning attitudes. It mainly includes experimental design, experimental participation three aspects: authors and data analysis methods. Result: Through data analysis, it was found that the painting skills and learning attitude of the students in the experimental group were higher than those of the students in the control group. Conclusion: This shows that the PjBBL model can improve students’ painting skills and learning attitude when used in painting courses.