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Chaijaroen Sumalee 《Educational Media International》2013,50(4):280-286
Abstracts English: This study aims to examine the learners’ mental models of television in actual media classroom activity by which knowledge was constructed. It aims to clarify the formation of the Thai learners’ mental models of television related to their learning achievements using the topic of Pythagoras’ theorem in nindi‐grade mathematics as a case study. A qualitative approach was used to investigate the effects of using instructional television, especially as they facilitate learners in the construction of mental models for understanding the learning content. The findings revealed the learners’ mental models, which they constructed while learning through watching television. Specifically, they revealed how media capabilities and the instructional designs that employ them interact with the learners and the task characteristics to influence the formation of the learners’ mental models and their learning achievement. 相似文献
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Chuanpob Iaosanurak Sumalee Chanchalor Elizabeth Murphy 《Education and Information Technologies》2016,21(6):1639-1662
The purpose of the study reported on in this paper was to design and test an intervention with elementary-aged children to promote social and emotional learning around technology. The intervention structured learning around technology as a catalyst and scaffolding tool that engages learners in cross-cultural, collaborative interaction, dialogue, problem-solving, decision-making and reflection in a face-to-face context. Participants were five Thai and 18 Cambodian learners in a Thai elementary classroom. Data collection involved self-report use of the Thai Emotional Intelligence Screening Test (TEIST) before and after 8 weeks of an intervention consisting of learners’ collaborative and interactive use of online, animated stories, discussion forum, mind maps and learning journal. Results are presented as pre-post for the whole group, for Thai vs. Cambodian, and for males versus females. Whole group (N?=?23) T-values for the subcategory of Emotional self-control were significantly different at p?<?.05 from the pre- and post-TEIST (t?=?2.712). Comparisons of pre- and post-TEIST between Thai and Cambodian learners revealed no significant difference. Comparisons between males and females evidenced a significant difference at p?<?.01 for the post-TEIST (t?=?3.886, 3.092 respectively), showing increased Empathy and Responsibility among participating females. The paper concludes with an expanded model of social and emotional learning around technology. 相似文献
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Sumalee Sungsri Warren L. Mellor 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1984,30(4):441-455
This paper begins as an historical outline of non-formal education in Thailand, from its inception as the Adult Education Division in 1940 to the present day. The philosophy and curricula of adult and non-formal education are examined, particularly in terms of the overall concept of khit-pen. The paper gives an overview of activities currently on offer by the Non-Formal Education Department and other involved agencies. There are programs designed to provide basic knowledge and skills, in particular General Adult Education and Functional Literacy Programs; there are programs designed to provide training in vocational and occupational skills; and there are programs designed to provide relevant knowledge and up-to-date information. An attempt is made to view these developments in terms of their relationship with the formal school system, and the paper concludes with some thoughts on future plans and initiatives.
Zusammenfassung Dieser Bericht ist ein historischer Abriß der nicht-formalen Erziehung in Thailand von ihren Anfängen als Abteilung für Erwachsenenbildung im Jahre 1940 bis zum heutigen Tag. Der philosophische Grundgedanke und die Curricula der Erwachsenenbildung und der nicht-formalen Erziehung werden besonders in Hinblick auf ein Gesamtkonzepts des khit-pen untersucht. Der Bericht gibt einen Überblick über Aktivitäten, die derzeitig von der Abteilung für nichtformale Erziehung und von anderen beteiligten Einrichtungen angeboten werden. Hierzu zählen u.a. Programme, die Folgendes vermitteln sollen: 1) Grundkenntnisse und -fähigkeiten, insbesondere im Hinblick auf die allgemeine Erwachsenenbildung und die funktionale Alphabetisierungsprogramme, 2) eine Ausbildung in beruflichen und beschäftigungsbezogenen Fähigkeiten und ferner 3) allgemein wichtige Kenntnisse und aktuelle Informationen. Es wird versucht, diese Entwicklungen im Sinne ihrer Beziehung zum formalen Schulsystem zu sehen. Der Bericht schließt mit einigen Anmerkungen über zukünftige Pläne und Initiativen.
Résumé Cet article commence par l'historique de l'Education non-formelle en Thailande depuis sa création en 1940 en tant que Division pour l'Education des Adultes jusqu'à nos jours. On y examine la philosophie et les contenus de l'éducation pour adultes et de l'éducation non-formelle en particulier en fonction du concept général de khit-pen. Cet article présente une vue d'ensemble des activités qu'offrent actuellement le Département de l'Education non-formelle et d'autres organismes concernés. Certains programmes sont destinés à fournir des connaissances et des compétences de base, il s'agit en particulier des programmes d'alphabétisation fonctionnelle et d'éducation générale pour adultes; d'autres sont destinés à fournir des cours de formation professionnelle ou ayant trait à une profession; il existe également des programmes destinés à transmettre des connaissances pertinentes et des informations récentes. Un effort est fait pour examiner ces développements en fonction de leur rapport avec le système éducatif formel et les auteurs concluent en exposant quelques réflexions sur les initiatives et projets futurs.相似文献
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Bunthida Chunngam Sumalee Chanchalor Elizabeth Murphy 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(5):863-879
This paper reports on a study involving the design of a virtual community for informal learning about Thai herbs. The community relied on social networking tools and a database of expert knowledge as well as community coordinators. One group of coordinators (Community A) concentrated efforts in recruitment of members on those individuals most likely to be interested in Thai herbs. The second group of coordinators (Community B) recruited from among friends, family and acquaintances. Analysis and t‐tests of measurement of membership, participation and knowledge building revealed higher rates for Community A. Results pertaining to the design of the virtual community, which showed that members mostly used the database, provide evidence to support the hypothesis that members' access to expert knowledge positively influences participation and knowledge building in a virtual community for informal learning. Results of the comparison of Community A versus Community B provide evidence to support the hypothesis that interest in the subject of the community positively influences membership, participation and knowledge building in a virtual community for informal learning. 相似文献
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Education and Information Technologies - This study aimed to investigate the use of learning management systems (LMSs) in higher education institutions to analyze factors affecting usage behavior.... 相似文献
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