Studying the Appropriate Digital Learning Context for Thai undergraduate Students
คำสำคัญ:
Digital Media, Knowledge Creation, Knowledge Exchangeบทคัดย่อ
This article demonstrates the context of digital learning management that influences learning and promotes computational thinking skills. The study consisted of Thai undergraduate students studying in the Faculty of Management Science, majoring in Management Information Systems, and the Faculty of Education, majoring in Teacher Professional Practice. Data were collected from 25 students to explore the learner context. This study examined learner opinions using a 5-point Likert-type scale questionnaire developed by experts and used as a research tool. After pilot testing and conducting surveys to elicit respondents' views, the study found that in terms of digital learning, students used YouTube, Facebook, Instagram, Twitter, and email In terms of knowledge creation, students preferred to share learning content via Microsoft Teams with their peers. They included learning processes, teaching methods, teaching media, and assessments, applied modern content knowledge to daily life, learned content via Microsoft Teams, and created knowledge through content on their own, which would help them learn and perform better.
เอกสารอ้างอิง
Ahn, J., Clegg, T., Yip, J., Bonsignore, E., and Pauw, D. (2016). Seeing the Unseen Learner: Designing and using Social Media to Recognize Children’s Science Dispositions in Action. Learning, Media, and Technology.
Anderson, L. W., and Krathwohl, D. R. (2001). A Taxonomy for Learning Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Allyn and Bacon.
Grasha, A., and Reichmann, S. (2006, June 6). Student Learning Styles Scale-Grasha-Reichman. http://facultyweb.cortland,edu/ andersmd/learning/Grasha.htm.
Greenhow, C., and Burton, L. (2011). Help from My “friends” Social Capital in the Social Network Sites of Low-Income Students. Computing Research, 45, 223-245.
Hussain, I., Cakir, O., and Candeger, U. (2018). Social Media as a Learning Technology for University Students. International Journal of Instruction,11(2), 281-296.
Mustapha, M. L. A., and Odediran, D. (2019). Impact of Parental Separation on Self-Esteem of In-School Adolescents in Nigeria. Instruction, 12(1), 1281-1298.
Papert, S. (1999). Introduction: What is Logo? and Who Need It? in Logo Philosophy and Implementation. LCSI
Papert, S., and Harel, I. (1991). Situating Constructionism. Constructionism, 36, 1–11
Chularut, P. (2018). Learning Management for Learners in the Thailand 4.0 Era. Veridian E-Journal Silpakorn University Thai Edition Humanities Social Sciences and Arts, 11 (2), 2363-2380. (in Thai)
Pinkanon, P. (2021). Digital Media Usage Patterns for Social Learning and Interpersonal Relationship Building in Early Childhood. [Doctoral dissertation]. Dhurakij Pundit University.(in Thai)
Quinn, K. (2016). Contextual Social Capital: Linking the Contexts of Social Media use to It’s Outcomes. Information Communication and Society, 19(5), 582-600.
Stahl, G., Koschmann, T., and Suthers, D. (2006). Computer-Supported Collaborative Learning: An Historical Perspective. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 409–426). Cambridge University Press.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Kongkuan, W. (2020). Data Communication. Institute for the Promotion of Teaching Science and Technology (IPST). (in Thai)
Yücel, Ü. A., and Usluel, Y. K. (2016). Knowledge Building and the Quantity Content and Quality of the Interaction and Participation of Students in an Online Collaborative Learning Environment. Computers and Education, 97, 31–48.
