Browsing by Subject "Online education"
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    E-learning within the framework of UNESCO
    ( 2018) Chatelier, Glen
    The paper follows the definition of e-learning recommended by UNESCO according to which it means an approach to facilitate and enhance learning by means of personal computers, CD-ROMs, and the Internet. This includes email, discussion forums, and collaborative software like computer supported cooperative work.
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    Investigation on satisfaction and performance of online education among fine arts major undergraduates in Chengdu Public University
    (Bangkok : Assumption University Press, 2022) Feng, Dalin ; Xiang, Chaochu ; Rawin Vongurai ; Soonthorn Pibulcharoensit
    Purpose: This research investigates factors affecting satisfaction and performance of online education among undergraduate fine art students in three public universities in Chengdu, China. The variables include perceived usefulness, perceived ease of use, self-efficacy, task-technology fit, compatibility, satisfaction and performance. Research design, data, and methods: Through a quantitative research approach, questionnaires were distributed via online and offline channels to 500 target respondents. Judgmental, quota and convenience samplings were used to collect the data. The data previously examined by Item Objective Congruence (IOC) Index to confirm content validity, and by Cronbach’s Alpha coefficient value to approve constructs’ reliability in a pilot test of 30 participants. Statistical analysis involves confirmatory factor analysis (CFA) and structural equation model (SEM), including the test of factor loadings, validity, reliability and goodness of fit model. Results: The results showed that perceived ease of use significant affected satisfaction and perceived usefulness. The relationship between self-efficacy, perceived ease of use and perceived usefulness was supported. Compatibility and task-technology fit significantly affected student satisfaction. Furthermore, satisfaction is a predictor of performance. Conclusion: For online education providers, the system should be designed to be easy, useful, self-control, compatibility and task-fit to gain higher student satisfaction and performance.
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    Middle-school international student's perceived satisfaction toward online education
    (Bangkok : Assumption University Press, 2022) Jiroj Sookdee
    The objective of this study was to determine the factors that influence students’ perceived satisfaction and learning outcomes with online learning. The study applies critical success factors that were previously advanced on university online students to secondary online students. The independent variables of extrinsic motivation, teacher-student dialogue, student-student dialogue, student-self regulation, teacher activities, and course design are examined as potential influencers of students’ perceived satisfaction and perceived learning outcomes. A total of 80 secondary students with at least one year of online learning experience at an international high school in Bangkok, Thailand were used to determine the effectiveness of critical success factors. The findings indicated that student self-regulation and course design were statistically significant with perceived learning outcomes while extrinsic motivation, teacher-student dialogue, student-student dialogue, and teacher activities were not. Additionally, extrinsic motivation, teacher-student dialogue, student- student dialogue, student-self regulation, teacher activities, and course design separately showed no statistically significant relationship towards students’ perceived satisfaction and learning outcomes unless combined. Finally, the findings suggest that teacher-student dialogue and student self-regulation were the strongest influencers of students’ perceived satisfaction while course design and student self-regulation were the strongest influencers of perceived learning outcomes.
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    Modeling adoption intention of online education in Thailand using the extended decomposed theory of planned behavior (DTPB) with self-directed learning
    (Assumption University, 2013) Bussagorn Leejoeiwara ; Assumption University. Martin de Tours School of Management and Economics
    This study aimed to explore the determinants of online education adoption based upon the ex- tended Decomposed Theory of Planned Behavior with self-directed learning attributes. Quantitative research method was employed for data collection from a sample of 542 students in Thailand. Data was analyzed using Structural Equation Modeling (SEM). Results showed that all four main variables based on the extended DTPB with self-directed learning were significantly related to adoption intention. How- ever, perceived relative advantage and perceived trialability were found to be insignificantly related to attitude towards online education. Interpersonal influences include peers, family, and the community were found to be significantly related to subjective norms, while superiors' influence was not. In addi- tion, self-efficacy, technology and resources facilitations were found to be significantly related to per- ceived behavioral control, and subsequently related to adoption intention towards online education. Surprisingly, more importance was given to factors such as whether online education is personally and socially compatible, simple to use, and seeing other people studying online. Interpersonal referents are influential factors rather than external referents in the students' decisions, with the exception of more distant relationships with superiors or employers. Findings also indicate that if Thai students are autono- mous learners (self-directed learning), have confidence in their capabilities, and have sufficient resources as well as technological facilitations, they are more likely to have intention to adopt online education. This study then provides discussion on both academic and practical implications based on the findings.