Journal of Learning Innovation and Technology

Development of a Digital Learning Management Platform on Financial Business Using a Problem-Based Learning Model Combined with Case-Based Learning for Undergraduate Students

Mon, 30 Jun 2025 00:00:00 +0700

The objectives of this research were: 1) to design and develop a digital learning management platform for Business Finance using problem-based learning model combined with case-based learning for undergraduate students; 2) to evaluate the platform’s efficiency according to the 80/80 criterion; 3) to determine the effectiveness index; 4) to study the learning achievement before and after using the platform; and 5) to study the opinions of experts and learners regarding learning with the digital learning management platform. The sample group consisted of 65 undergraduate students from the Faculty of Business Administration, with classrooms as the sampling unit. The research instruments were: 1) a learning achievement test; 2) a platform quality assessment form for experts; 3) a questionnaire on learners' opinions regarding the digital learning management platform; and 4) focus group discussions. Data analysis statistics included percentage, mean, standard deviation, and t-test. The research findings revealed that the developed digital learning management platform for the Business Finance using problem-based learning model combined with case-based learning had an efficiency of 81.08/82.04, which aligned with the 80/80 criterion, and had an effectiveness index of 0.8468. Learners who learned using the platform had significantly higher post-learning achievement than pre-learning achievement at the .05 level. The overall platform quality assessment by experts was at a high level, indicating that the platform is of good quality, interesting, and suitable for business administration learners. Learners also had a high level of opinion regarding the digital learning management platform. The research results yielded an effective digital learning management platform for business finance that can be practically used and facilitates learners' development in business finance learning as designed.

Needs Assessment for Digital Professional Competency Development for Teachers

Piya Thongma — Mon, 30 Jun 2025 00:00:00 +0700

The purposes of this research were: 1) to assess the necessary requirements for the professional digital competency development of teachers, 2) to analyze the causes of the essential needs for developing the professional digital competencies of teachers, and 3) to propose the approaches for the development of professional digital competency for teachers. The research sample consisted of 345 secondary school teachers in the first semester of the 2019 academic year, affiliated with the Secondary Education Service Area Office Bangkok. The research instruments included a questionnaire on teachers’ professional digital competency and a semi-structured interview on the approaches to developing teachers’ professional digital competency. Data were collected through an online questionnaire, and qualitative data were obtained through in-depth group interviews. Quantitative data were analyzed using basic statistics, including mean and standard deviation, and the Modified Priority Needs Index (PNI_modified) was employed to prioritize the essential needs. Qualitative data were analyzed using content analysis. The research findings revealed that: 1) Teachers have the greatest need for the development of professional digital competency in the area of content knowledge, followed by cultural awareness, teaching methods, and technology, respectively. 2) The most critical cause of the essential needs for developing the professional digital competency of teachers is their lack of skills and knowledge in applying digital technology to learning management. 3) The most important guideline for developing the professional digital competency of teachers is practical workshop training to provide knowledge about the practical use of digital technology in teaching and learning.

Development of a Collaborative Active Learning Management Platform on Fundamental English for Mathayomsuksa 5 Students

Phongsak Phakamach, Natchaya Sommartdejsakul, Nongkran Anukul — Mon, 30 Jun 2025 00:00:00 +0700

The objectives of this research were: 1) to develop a collaborative learning management platform for Fundamental English for Mathayomsuksa 5 students; 2) to evaluate the effectiveness of the platform based on the 80/80 criteria; 3) to determine the platform’s effectiveness index; 4) to compare learning achievement with the platform; and 5) to study the opinions of experts and learners regarding the platform. The sample group consisted of 58 Mathayomsuksa 5 students from Sirindhorn Rajawithyalai School, selected through cluster sampling with classrooms as the sampling unit. The research instruments included: 1) the collaborative active learning management platform for Fundamental English for Mathayomsuksa 5 students, 2) an achievement test, 3) an expert platform quality evaluation form, and a student satisfaction questionnaire regarding the platform. Data analysis involved percentage, mean, standard deviation, and t-test statistics. The results findings revealed that the developed collaborative learning management platform for Basic English for Mathayomsuksa 5 students had an effectiveness of 80.88/84.57, which aligned with the 80/80 criteria, and had an effectiveness index of .8323. Students learning with the platform demonstrated significantly higher post-learning achievement than pre-learning achievement (p<.05). Expert evaluation of the platform’s quality was at a high level, and student satisfaction with the platform was at the highest level. The developed platform could be effectively implemented and facilitates efficient learning in Basic English for Mathayomsuksa 5 students.

Development of Learning Model to the Routine-to-Research Dansai Crown Prince Hospital, Loei Province

Pornpilai Niyomthin — Mon, 30 Jun 2025 00:00:00 +0700

This research aimed to develop a blended learning model for enhancing routine-to-research (R2R) capacity among healthcare personnel at Dansai Crown Prince Hospital and evaluate . The sample consisted of 30 personnel interested in conducting R2R, selected by purposive sampling. Data were collected from October 2022 to January 2025 using questionnaires on needs and problems, knowledge tests, research skills assessments, satisfaction surveys, and the developed blended learning model. Data were analyzed using descriptive statistics and paired t-tests. The results showed that the model comprised four main components: 1) face-to-face learning, 2) online learning, 3) self-directed learning, and 4) collaborative learning, implemented through a five-step learning process. After the intervention, participants' research knowledge and skills significantly increased. They were able to develop research proposals and apply them to improve work performance. They expressed high satisfaction with the model. This study demonstrates an effective approach to developing a blended learning model for enhancing R2R capacity among healthcare personnel, which can be applied in other contexts.

Enhancing Science Learning Achievement of Generation Alpha Students through Origami-Based Interactive Media

Dhanutra Moungma, Grittapohn Phoosong, Nuttapong Prasertsung — Mon, 30 Jun 2025 00:00:00 +0700

This study is a research and development project aimed at enhancing science learning achievement among Generation Alpha students through an interactive web-based learning medium integrated with origami activities. The integration of origami supports learning efficiency, engagement, and learner concentration, aligning with the learning characteristics of Generation Alpha. The objectives of the study were to: (1) develop origami-based interactive media to enhance science learning achievement among Generation Alpha students; (2) evaluate student achievement in a science project course after using the media; and (3) assess student satisfaction with the origami interactive media. The sample consisted of 24 sixth-grade students (Class 6/1) from Wat Amarintraram School in the 2024 academic year, selected through purposive sampling. The research design employed a one-sample t-test model. Research instruments included: (1) the origami-based interactive media, (2) a science achievement test, and (3) a student satisfaction questionnaire. Data was analyzed using descriptive statistics and t-tests. The findings revealed that: (1) the quality of the origami-based interactive media was rated as excellent, with a mean score of 4.62 (SD = 0.59); (2) student achievement in the science project course exceeded 70%, with statistical significance at the 0.05 level; and (3) student satisfaction with the media was rated at the highest level, with a mean score of 4.56 (SD = 0.68).

The Development of Online Exam Management Website for Students of Burapha University

Nattee Pinthong — Mon, 30 Jun 2025 00:00:00 +0700

This research aims to 1) development of online exam management website for students of Burapha University and 2) evaluate user satisfaction with the online exam management website for students of Burapha University. The study employs a research and development methodology, adhering to the principles of SDLC. The developed website was tested with a sample group of 271 students from 13 academic programs at Burapha University. The research instruments included 1) the online exam management website and (2) a satisfaction survey. The statistical methods used for data analysis were mean and standard deviation.

Enhancing Social Awareness through Experiential Learning with Persons with Disabilities: A Path to Inclusive Society

Passanan Assavarak, Sutthiphong Ruangchante, Surat Petchnil — Mon, 30 Jun 2025 00:00:00 +0700

This study aims to analyze the impact of experiential learning (Experiential Learning) through activities with persons with disabilities on the development of social consciousness (Social Consciousness) and the promotion of an Inclusive Society among students. The research was conducted with 71 students enrolled in the SSC262 Learning Development course at King Mongkut’s University of Technology Thonburi (KMUTT) during the first semester of the 2024 academic year. This study employed a Mixed-Methods Research approach, integrating both quantitative and qualitative research methods. The findings indicate that experiential learning significantly contributes to students' social development, particularly in six key dimensions: (1) Understanding Others, (2) Empathy, (3) Social Responsibility, (4) Self-Reflection, (5) Cultural Awareness, and (6) Inclusiveness. Students reflected that direct interaction with persons with disabilities helped them become more aware of the challenges these individuals face and fostered a more open perspective toward social diversity. The integration of the Inclusive Society concept into university curricula can be effectively implemented through experiential and practice-based learning approaches, such as Service-Learning, Project-Based Learning, and Community Engagement, in conjunction with the promotion of University Social Responsibility (USR) and the development of Inclusive Education infrastructure. These strategies help enhance students' social skills and cultivate responsible citizenship, contributing to a more equitable and inclusive society.

Case-Based Learning for Enhancing Critical Thinking and Problem-Solving Skills

Areerat Pathomchaiwal, Ubonwan Songserm — Mon, 30 Jun 2025 00:00:00 +0700

Case-based learning is an instructional approach that develops thinking skills and problem-solving through real-world scenarios, integrating theory with practice. The learning process begins with a case study, analyzing the environment and stakeholders, and diagnosing the problem through questioning, identifying key issues, brainstorming, and evaluating alternatives. Learners actively engage in discussions, develop solutions, and assess feasibility and impact before concluding and presenting appropriate recommendations. Case-based learning promotes deep learning and enhancing critical thinking, teamwork, and collaborative problem-solving skills. Effective learning management requires selecting case studies that reflect real-world situations, designing activities that stimulate critical analysis and decision-making, and employing a holistic assessment approach. This assessment should encompass theoretical understanding, problem-solving processes, behavioral observations, and feedback through self-assessment and peer-assessment, as well as reflective thinking. This approach helps learners refine their learning strategies and prepares them to tackle 21st-century challenges.