The architecture of Information Management System through cloud computing according to Thai Qualifications Framework for Higher Education

Rodmunkong, Thassanee; Wannapiroon, Panita; Nilsook, Prachyanun

doi:10.1109/tale.2015.7386041

Cited by 7 publications

(5 citation statements)

References 6 publications

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“…The higher-level education management for digital competency enhancement in Thailand has been ongoing since 2010 (Chang, 2009; Office of the Higher Education Commission, 2013; Rodmunkong & Wannapiroon, 2013;Rodmunkong, Wannapiroon & Nilsook, 2015;Tantirattanawongse, 2009) purposely to prepare graduates for the industrial sector and equip them with the useful skills to handle everyday work task. It is believed that once specific digital competencies of higher-education students are extensively developed, they can be valuable to the students themselves both while studying and after graduation when they work in business establishments.…”

Section: Introductionmentioning

confidence: 99%

Confirmatory factor analysis of the essential digital competencies for undergraduate students in Thai higher education institutions

Suwanroj

Leekitchwatana

Pimdee

2019

J. Technol. Sci. Educ.

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The purpose of this descriptive study was to apply 2nd order confirmatory factor analysis (CFA) and structural relationship models to identify the digital competency components essential to undergraduate students in Thai higher education institutions. The sample comprised 1,126 specialists in Information Technology, Computer Technology, Computer Education, Computer Science, and Computer Engineering working in public higher education instructions throughout the country. The selection was the result of multi-stage random sampling from 76 public higher education instructions that offer undergraduate education. The instrument was a questionnaire form on essential digital competency components for undergraduate students in higher education institutions. The question items employed a 7-point Likert scale and showed Cronbach's alpha values for the content validity and reliability at a range of.93-.97 per domain and .87-.99 per component. The data were analyzed using descriptive statistics for general data and 2nd Order CFA analysis. The findings revealed that from 24 observed variables, there were 7 competency components.: 1) Fundamental of digital ; 2) Accessing digital information; 3) Using digital information; 4) Creating digital information and media; 5) Communicating digital information; 6) Managing digital information; and 7) Evaluating digital information. The discovery from this study was substantially constructive for Thai higher education institutions as it could be used to design an essential digital competency framework of the 21st century.

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Section: Introductionmentioning

confidence: 99%

Confirmatory factor analysis of the essential digital competencies for undergraduate students in Thai higher education institutions

Suwanroj

Leekitchwatana

Pimdee

2019

J. Technol. Sci. Educ.

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“…Child-centered learning is one of several many learning management systems that encourage students to learn and solve problems independently [1]. It also encourages students to use information technology to benefit their learning process.…”

Section: Introductionmentioning

confidence: 99%

A Web-based Learning System using Project-based Learning and Imagineering

Chatwattana

Nilsook

2017

Int. J. Emerg. Technol. Learn.

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Abstract-A web-based learning system using project-based learning and Imagineering relies on the online operation, which can be operated on all kinds of computers and mobile devices. The objectives of the development of this web-based learning system are to encourage the freedom of self-learning, to promote interaction and cooperation based on the concepts and theories of project-based learning and Imagineering learning, and to create instructional activities based on the new concepts corresponding to characteristic development of learners in the 21st century, which enables the learners to have creativity and ability to generate new innovation. Regarding the architecture design, the researcher employed the concepts of mixed learning process, which is the combination of project-based learning and Imagineering learning, in order to support the instructional process within the system. Also, the researcher relied on the flexible instructional activities and instructional management system so that the learners could acquire the efficient learning from the system. Moreover, there was a variety of communication devices to support and promote the collaboration and activities within the system. The results of this research can be summarized as follow: (1) The system architecture consists of three main elements, i.e. 1.1) Stakeholders; 1.2) System Components, i.e. Learning process, Activity, System Element, and Communication Tools; and 1.3) Database; (2) Learning process within the system consists of six steps, corresponding to the Imagineering learning, i.e. 1) Imagine 2) Design 3) Develop 4) Present 5) Improvement and 6) Evaluate; and (3) The web-based learning system, can be divided into two systems: 1) Student system; and 2) Lecturer system and administrator system.Keywords-Web-based Learning System, Project-based Learning, Imagineering 4 http://www.i-jet.orgPaper-A Web-based Learning System using Project-based Learning and Imagineering IntroductionChild-centered learning is one of several many learning management systems that encourage students to learn and solve problems independently [1]. It also encourages students to use information technology to benefit their learning process. Thus, webbased learning, is another form of technology that can support independent learning. Furthermore, these technologies are also adopted side by side with classroom management. In order to efficiently manage web-based learning, teachers need to consider the process and method that is consistent and suitable for teaching specific subjects. Project-based learningProject-based learning is a method of learning that provides opportunities for students to study, research and practice by themselves, and according to their abilities, aptitudes and interests by using scientific processes, or any other possible processes, that can be used to find answers to questions, while teachers closely provide guidance and advice. A project can be done at any educational level, and may be done individually or as a group, depending on the complicatedness o...

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“…Other papers have outlined general infrastructure ideas in education (5/52) [142], [154], [166], [168], [170], whereas other researchers have discussed the ideas of collaborative learning and use of application software to support these ideas (5/52) [131], [150], [153], [179], [180]. In addition to studies highlighted above (14/52) [133]- [136], [138], [139], [146], [149], [152], [155], [157], [160], [176], [177], certain articles have included an ''evaluation model'' [134], sustainable ICT provisions [149], and an information management system structure based wholly on CC technologies [136]. Articles have outlined the issue of resource sharing [176] and lab assignments [177] along with the exploration of educational SaaS, configuration steps [160], intelligent learning (i-Learning), system architecture [152], and dual-cloud technology to build the C-learning environment [135].…”

Section: ) Existing Proposals Of Framework To Develop and Operate Cmentioning

confidence: 99%

Cloud Computing Adoption in Higher Education Institutions: A Systematic Review

et al. 2019

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Cloud computing (CC) is a recently developed computing paradigm that can be utilized to deliver everything-as-a-service to various businesses. In higher education institutions (HEIs), CC is rapidly being deployed and becoming an integral part of institution experience. CC adoption in HEIs is accompanied by numerous scientific contributions that address the topic from different perspectives. A systematic review of these heterogeneous contributions, which provide a coherent taxonomy, can be considered interesting for HEIs to identify opportunities to use CC in its own context. Therefore, this systematic literature review aims to analyze existing research on adopting and using CC in HEIs, review background research to develop a coherent taxonomy and provide a landscape for future research on CC in HEIs. The outcomes of this paper include a coherent taxonomy and an overview of the basic characteristics of this emerging field in terms of motivation and barriers of adopting CC in HEIs, existing individual and organizational theoretical models to understand the future requirements for extensively adopting and using CC in HEIs, and factors that influence the adoption of CC in HEIs at individual and organizational levels. Considerable information is available in relation to adopting and using CC in HEIs. This review will enhance this information by offering an in-depth analysis of the existing data to bridge any gap and expand on existing literature.

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The architecture of Information Management System through cloud computing according to Thai Qualifications Framework for Higher Education

Cited by 7 publications

References 6 publications

Confirmatory factor analysis of the essential digital competencies for undergraduate students in Thai higher education institutions

Confirmatory factor analysis of the essential digital competencies for undergraduate students in Thai higher education institutions

A Web-based Learning System using Project-based Learning and Imagineering

Cloud Computing Adoption in Higher Education Institutions: A Systematic Review

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