Model for Development of Mass Communication Technology Graduates’ Desired Characteristics Based on Thai Qualifications Framework for Higher Education

Papattha, Chantana; Nilsook, Prachyanun; Jeerungsuwan, Namon

doi:10.7763/ijiet.2015.v5.538

Cited by 6 publications

(5 citation statements)

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“…Evaluation essential elements were assessment system and research and development which were consisted to the studies by Sukhothai Thammathirat Open University [5]. Finally, suitability evaluation of designing and applying the quality management model of education digital TV station was in high level which was to the studies by Sukhothai Thammathirat Open University [4] and Papattha [8].…”

Section: Discussionmentioning

confidence: 99%

Model of Quality Management of Education Digital Television Station in Thailand

Sangvari¹,

Nilsook²,

Piriyasurawong³

2016

JOAMS

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The purpose of the research was to: 1) study experts' perspective about the model of quality management of education digital television (TV) station, 2) design the quality management model, and evaluate the model. The methodology was the qualitative research to in-depth interview forms the 25 experts who were academician, journalists, and professionals in mass communication. The following results: The experts' perspective to the quality management of education digital TV station consisted of five components and 15 subcomponents to design the model quality management. The first element was administration composted of three subcomponents included management planning, vision of administrator, and quality control. The second element was TV programmes management and production comprised of four subcomponents included production planning, content, role of television personal, and production technologies. The third element was human resources consisted of three subcomponents included personnel selection, personal performance specification, human resources development. The fourth element was audience composted of four subcomponents included receiver analyzing, estimated exposure, participation TV programmes, and Feedback. The fifth element was evaluation consisted of two subcomponents included assessment system and research and development. Finally, the five components and 15 subcomponents can to design the quality management model for education digital TV station. Finally, evaluating the model in factors for the quality management of education digital TV station was in high level and designing and applying the quality management model of education digital TV station overall appropriateness which was in high level. 

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Section: Discussionmentioning

confidence: 99%

Model of Quality Management of Education Digital Television Station in Thailand

Sangvari¹,

Nilsook²,

Piriyasurawong³

2016

JOAMS

Self Cite

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“…This difference often depends on the abilities, interests, habits, emotions and perseverance of the learner. The characteristics of graduate practitioners include practice, application of theories, application of academic and professional knowledge, and product creations [10].…”

Section: A Synthesis Of Emotional and Social Learning Processesmentioning

confidence: 99%

“…This difference often depends on the abilities, interests, habits, emotions, and perseverance of the learner. The characteristics of graduate practitioners include practice, application of theories, application of academic and professional knowledge, and product creations [10]. In addition, the learner must have digital emotional intelligence which means being able to build good relationships with others through digital media, such as caring for others and showing kindness, and helping others in the online world.…”

Section: Introductionmentioning

confidence: 99%

The Social-Emotional Learning Process to Develop Practicing Skills for Hands-on Students

Lertbumroongchai¹,

Saraubon²,

Nilsook³

2020

IJIET

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The purpose of this research is to synthesize the social-emotional learning process to develop practicing skills for hands-on students, to develop the process, and to evaluate the process. In this study, the documentary research method and in-depth interview method were employed. The results showed that the synthesis of the social-emotional learning process to develop practicing skills for hands-on students consisted of six steps: 1) perception is divided into sensory perception and explaining perceived, 2) observation is divided into certain goals, discretion, notes, observations, and time limit, 3) analysis and brainstorming is divided into information, brainstorming, and discovering new knowledge, 4) practicing is divided into cognitive phase, associative phase, and autonomous phase, 5) checking and improvement is divided into opinion, learning exchange, and providing opportunities, and 6) action is divided into behavior changing, and application of academic knowledge. Evaluating the social-emotional learning process to develop practicing skills for hands-on students employed in-depth interview technique consisting of 21 experts in three different areas (i.e., in learning and teaching, information technology, and mass communication technology terms). The results of the suitability evaluation revealed that the social-emotional learning process model with mixed reality for the hands-on students was at the highest level.

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“…The major aim of the curriculum is to upgrade the student quality equivalent to other national and international higher education institutes. The desired qualifications of university students include ethics and morals, knowledge, cognitive skills, intelligence, interpersonal relation and responsibilities, including analytical skills in number, communication and information technology application (Akarawang et al, 2015;Papattha et al, 2015). It is necessary to use various teaching methods to produce graduates based on Thai Qualifications Framework for Higher Education.…”

Section: Introductionmentioning

confidence: 99%

Expected and Actual Learning Outcomes of Teacher Students Based on National Qualifications Framework for Higher Education

Polyiem¹

2021

JEL

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The major objectives of the research were to evaluate and compare expected and actual learning outcomes of teacher students based on National Qualifications Framework for Higher Education in Thailand. The key informants were one hundred and eighteen 1st and 2nd year of teacher students from one university in 2020. The research instrument was a questionnaire on five domains of the national qualifications framework for higher education in Thailand. The data were analyzed by a statistical procedure: percentage, mean, and standard deviation. Paired-samples t-test and content analysis were employed for the study. The research findings indicated that the overall expected learning outcomes and actual learning outcomes regarding the five domains of the national qualifications frameworks were at a high level. The expected learning outcomes and actual learning outcomes regarding the comparison of the expected learning outcomes and actual learning outcomes with the national qualifications framework were not different.

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Model for Development of Mass Communication Technology Graduates’ Desired Characteristics Based on Thai Qualifications Framework for Higher Education

Cited by 6 publications

References 0 publications

Model of Quality Management of Education Digital Television Station in Thailand

Model of Quality Management of Education Digital Television Station in Thailand

The Social-Emotional Learning Process to Develop Practicing Skills for Hands-on Students

Expected and Actual Learning Outcomes of Teacher Students Based on National Qualifications Framework for Higher Education

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