The aim of this paper is to specify the Critical Success Factors (CSFs) for Online Distance Learning (ODL) in Higher Education (HE). Research methodology was analyzing and synthesizing the literature review. The literatures were reviewed to determine items relevant to online learning success as implementation, criteria and indicator. A total of 19 papers, published during 2000-2012, were selected from Chulalongkorn University reference databases. Data analysis method was using one of the popular analysis techniques for qualitative research works or the content analysis. The results on the CSFs for ODL can be grouped into 5 factors: 1) institutional management, 2) learning environment, 3) instructional design, 4) services support and 5) course evaluation. Each of these 5 factors includes several important elements that can assist to enhance efficiency of online learning courses in higher education institutions. It is a concrete approach to lead functions of an online institute or course in all levels to the same directions for achieving the success of the institute's vision, and make staffs and executives know what they have to do for the success of online distance learning.

Objective. To assess the online social constructivist learning environment (SCLE) and student perceptions of the outcomes of the online introductory module of pharmacy professional practice that was designed based on social constructivism theory. Design. The online introductory module of pharmacy professional practice in pharmaceutical marketing and business was carefully designed by organizing various activities, which were intended to encourage social interaction among students. The Constructivist Online Learning Environment Survey (COLLES) was applied to assess the SCLE. Course evaluation questionnaires were administered to assess student perceptions of this online module. Assessment. The result from the COLLES illustrated the development of SCLE in the course. The students reported positive perceptions of the course.Conclusion. An online introductory module of pharmacy professional practice in pharmaceutical marketing and business was effective in promoting SCLE.

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The promotion and dissemination of a government’s basic policy are essential to implement innovative public services to establish sustainable country development and to ensure that the benefits are shared among citizens. This study focused on the MOOCs project in Thailand, and five courses were selected for exploration. Qualitative content analysis and sentiment analysis were applied to understand how information and communications technology in government services was promoted in the courses. These methods also explained the differences in the content of each course. It turned out that the strategy of improving service quality was the most-emphasized strategy in courses with an explanation of positive sentiment. The number of users who received a positive explanation of improving service quality was estimated at 711 and rated as a satisfactory result. The result of the qualitative content analysis was assembled into groups that could reveal the government’s pleiotropic orientation in their work on basic policy. All of these groups are involved in the international criteria for a government’s digital transformation, and other activities have also been highlighted as future challenges. The possibility of using MOOCs for policy promotion and education is suggested to bridge the gap between Thailand and other countries.

Objectives: Self-reflection has been shown to foster clinical reasoning competencies (CRC). Thus, the SOAP+, which incorporated self-reflection into the SOAP note, has been implemented in community pharmacy clerkship. The aims of this study was to explore the opinion of pharmacy students regarding 1) the confidence in CRC in community pharmacy practice following the SOAP+ writing and 2) the benefits of reflection in SOAP+ writing. Methods: This was a mixed method study, including a questionnaire survey and focus group discussions of 6th year pharmacy students. The self-rating confidence score before SOAP writing, after SOAP writing, and after reflection writing to complete the SOAP+ were compared using repeated measure ANOVA. The data from the focus group discussions was analyzed using thematic analysis. Results: Thirty-seven students completed the questionnaire (68.52% response rate). The scores after reflection writing are the highest score with statistically significant difference for every CRC. The perceived benefits of reflection include promoting of self-directed learning, CRC improvement, and improvement of assessment validity. Conclusions: The student confidence regarding CRC in community pharmacy practice were improved through SOAP+ writing, which promotes self-reflection and learning from student experiences.