Knowledge Management with SECI Model to Develop Sustainable Learning Process under the Principles of Sufficiency Economy of Non-Formal and Informal Education Students, Rusamilae Sub-District, Pattani
Article Sidebar
Main Article Content
Abstract
The research aimed to study and understand the practices of the principles of sufficiency economy philosophy through the application of the knowledge management innovation cycle using the SECI Model in the instruction. This mixed-method research approach was employed by using lesson plans, learning recording form, learning behaviour observation form, and questionnaire to collect data from the sample group of 50 students from the non-formal and informal education systems in Rusamilae sub-district, Pattani province. The data were collected from December 2020 to April 2021, a period of 4 months. Qualitative data were analyzed through content analysis, while quantitative data were analyzed using statistical methods. The results can be summarized as follows:
- The application of knowledge management innovation cycle using the SECI Model in instructional management was found to comprise 4 steps and 6 activities: (1) Socialization – including Activity 1: Setting of shared vision and Activity 2: Free Writing;
(2) Externalization of tacit knowledge – including Activity 3: Reading and applying;
(3) Combination of knowledge – including Activity 4: Study trip and Activity 5: Producing learning media; and (4) Internalization of explicit knowledge – including Activity 6: Knowledge sharing on page to disseminate knowledge to others and add values to the knowledge. - The evaluation of students related to learning activities, based on recording their overall learning acquisition, showed that the students set goals for using the obtained knowledge for self-development. They acquired knowledge and understood the principles of sufficiency economy better, could explain, discuss and exchange with others. The evaluation of the overall learning behaviors of students showed the result – it could be clearly observed that the students frequently carried out cooperated in activities according to the course goals.
- The overall satisfaction towards the learning activities showed the high level of satisfaction (
= 4.24). The activity receiving the greatest satisfaction was Activity 5: Study trip (
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
บทความทุกเรื่องที่ลงตีพิมพ์จะได้รับการตรวจอ่านโดยผู้ทรงคุณวุฒิ ความคิดเห็นและบทความที่ปรากฏในวารสารนี้ เป็นของผู้เขียนซึ่งมิใช่เป็นความคิดเห็นของคณะผู้จัดทำ และมิใช่ความรับผิดชอบของสมาคมห้องสมุดแห่งประเทศไทยฯ การนำบทความในวารสารนี้ไปตีพิมพ์ซ้ำต้องได้รับอนุญาตจากคณะผู้จัดทำ
All articles submitted for publication will be reviewed by the academic reviewers. The editorial board and TLA claim no responsibility for the content or opinions expressed by the authors of individual articles or columns in this journal. Reprinting of any articles in this journal must be permitted by the editorial board.
References
Bixler, C. H. (2000). Creating a dynamic knowledge management maturity continuum for increased enterprise performance and innovation (Dortoral Dissertation). The George Washing University, DC.
Boonrom, P. (2017). Developing a knowledge creation system using the SECI Model in a U-Learning environment, Journal of Industrial Technology, 7(2), 216–233. [In Thai]
Brockett, A. J. and Hiemstra, R. (1993). Self-Direction in Adult Learning. San Francisco: Chapman and Hall.
Chaibuth, D., Thongboonnak, K., Sankas, S. and Tantranont, N. (2015). The success factors in applying the use of information technology for collaborative learning development via online social network. VRU Research and Development Journal, 10(2), 1-11. [In Thai]
Chaytaveep, T. and Kanorm, S. (2023). Tacit Knowledge and Systematic Knowledge Management “SECI3D-GO Model” Instructional Development in Thai Language Spelling Section, Journal of Scholar Community, 1(2), 102-117. [In Thai]
Cruthaka, C. (2019). The Technology Appropriate for Knowledge Management of Public University Lecturers, Thai Interdisciplinary and Sustainability Review, 8(2), 269-279. [In Thai]
Dale, E. (1969). Audiovisual methods in teaching (3rd ed.). Holt, New York: Dryden Press.
Deekarnkol, K. and Thammetar, T. (2015). The Communication Behaviors of a knowledge sharing via network model based on the self-directed learning approach to create team learning of educational personnel. Veridian E-Journal, 8(2), 1-14. [In Thai]
Dusit Thani College. (2018). Knowledge management manual. Retrieved from http://www.dtc.ac.th/2016/images/stories/KM/KM_manual_ full.pdf [In Thai]
Gerdruang, A., Khamchoo, C. and Phanwattanasakul, C. (2021). Guidelines for promoting learning in the 21st century society for higher education in Thailand. Journal of MCU Ubon Review, 6(1), 781-790. [In Thai]
Insan, B. (2023). The Study of Writing Skills Using the SECI Model in Englishat the Secondary School level, Journal of Roi Kaensarn Academi, 8(8), 328-338. [In Thai]
Jaitiang, T. (2019). Effects of Innovation “SECI Model Knowledge Management Cycle” on BPI'S Students Learning Process Development in Sufficiency Economy for Sustainable Development Course. Patanasilpa Journal, 3(2), 69-88. [In Thai]
Johnson, D. and Johnson, R. (1994). Learning Together and Alone, Cooperative, Competitive, and Individualistic Learning. Needham Heights: Prentice-Hall.
Kaewbanjong, K. (2018). Knowledge Management. Nan: Rajamangala University of Technology Lanna. [In Thai]
Leekitwatana, P. (2016). Educational research methods (11th ed). Bangkok: Min Service Supply. [In Thai]
Malhotra, Y. (2003). Why Knowledge Management Systems Fail? Enablers and Constraints of Knowledge Management in Human Enterprises. Retrieved from https://www.researchgate.net/publication/228585526
Nonaka, I. and Takeuchi, H. (1995). The knowledge creating company: How Japanese Companies create the dynamics of innovation. New York: Oxford University Press.
Office of the National Economic and Social Development Board. (2019). National Economic and Social Development Plan No. 12. Retrieved from http://www.nesdb.go.th/article_attach/article_file_20160922162840.pdf [In Thai]
Ruangdej, K. and Chaosuansreecharoen, P. (2014). Effectiveness of Using Research-based Learning Integrated SECI Model on Attitude, Knolwledge and Communication Skills in English for Public Health among Undergraduate Students at Sirindhon College of Public Health, Yala, Journal of Nursing and Education, 7(3), 71-88. [In Thai]
Sirisampan, T. (2005). The new style of public administration Context and techniques. Bangkok: Vision Print and Media Company Limited. [In Thai]
Suanpang, P. (2009). Information technology and innovation for knowledge management. Bangkok: SE-ED Education. [In Thai]
Suwannakhae, Y., Prasan, L., Boonchauy, K. and Kwanriang, P. (2023). Transfer knowledge through SECI model to create added value for agricultural products of Nakhaosia sub-district community enterprises and networks in Nayong District, Trang Province, Inthaninthaksin Journal, 18(1), 173-194. [In Thai]
Turban, E. and Volonio, L. (2004). Information technology for management (7th Edition). Asia: John Wiley Sons (Asia) Pte Ltd.
Wanichakorn, A. (2017). The Creation of Knowledge, Research, and Creative Image of Thai Traditional Medicine Based on The SECI Model, Silpakorn University e-Journal (Social Sciences, Humanities, and Arts), 37(1), 1-22. [In Thai]
Yosyingyong, K. (2006). Knowledge management in organizations and case studies. Bangkok: Mister Copy. [In Thai]