International e-Learning Conference 2014 Bangkok Recap

The Proceedings of
International e-Learning Conference 2014

August 5-6, 2014
Hotel Windsor Suites & Convention, Bangkok, Thailand
Ofﬁce of the Thailand Cyber University Project, Ofﬁce of the Higher Education Commission
http://iec2014.thaicyberu.go.th
August 5-6, 2014, Bangkok, Thailand
Conference Information
Overview
Thailand Cyber University (TCU) Project, Office of the Higher Education Commission, Ministry
of Education has an aim to promote e-Learning by cooperating with national and international
educational institutes. The TCU, recognizing the importance of e-Learning knowledge management
to create comprehensive knowledge for educational personnel, has organized the International
e-Learning Conference 2014 (IEC2014): "Overcome the Uncertainty of Technology in Education"
The conference objective is to assemble knowledge on every aspect of e-Learning from Thai
and international experts. Conference topics will include: Trends and Directions of Technology
in Education, MOOCs, Diversity of Technology in Education, M-Learning, Social Learning
and Social Media, Emerging Technology for Online Education, Virtual Reality Applications,
Educational Cloud "Develop Infrastructure", Learning Analytics, Game-Based Education and Quality
Assurance in Distance Online Education
Thailand Cyber University (TCU) Project will accumulate knowledge from the conference
and produce the knowledge asset to be a reference for educators, researchers, faculty and students.
Aims
1. To be a stage for exchanging knowledge, innovative practices and experiences on
e-Learning among Thai and international educators, researchers, faculty, and students.
2. To assemble knowledge on every aspect of e-Learning from Thai and international educators,
researchers, and faculty and to create the e-Learning knowledge asset.
3. To expand e-Learning knowledge to educators, researchers, faculty, and students via website,
journal, publication, etc.
Conference Theme
Overcome the Uncertainty of Technology in Education.
Conference Sub-Themes
1. Uncertainty of Technology in Education
2. Trends and Directions of Technology in Education
3. MOOCs
4. Diversity of Technology in Education
5. M-Learning
6. Social Learning and Social Media
7. Emerging Technology for Online Education
8. Virtual Reality Applications
9. Educational Cloud "Develop Infrastructure"
10. Learning Analytics
11. Game-Based Education
12. Quality Assurance in Distance Online Education
Events
1. Lectures from keynote and invited speakers.
2. Paper presentation.
CONFERENCE PROGRAM
The Fifth TCU International E-learning Conference 2014
“Overcome the Uncertainty of Technology in Education”
August 5-6, 2014 Hotel Windsor Suites & Convention, Bangkok, Thailand
CONFERENCE PROGRAM
Day 1: August 5, 2014

Main Session
Venue: Petch Pailin Ballroom (11st floor)
MC: Dr. Weerapong Prasongchean
8.00 - 9.00 Registration
9.00 - 9.15 Welcome Address
Assistant Professor Dr. Thapanee Thammetar
Director, Office of the Thailand Cyber University Project, Thailand
9 .15 - 9.30 Opening Address

Associate Professor Kamjorn Tatiyakavee
Secretary General, Office of the Higher Education Commission, Thailand
9.30 - 10.20 Keynote Speaker 1 Page 2
Catalytic Conversations on Learning and the Road Ahead 3
Dr. Mark David Milliron
Chief Learning Officer & Co-Founder, USA
10.20 - 10.40 Refreshment break
Embracing Uncertainties: Technology Enhanced Learning for 3
the Twenty First Century
Professor Dr. Denise Kirkpatrick
Pro Vice-Chancellor (Student Experience) University of Adelaide, Australia
A Perspective on Cyber Education: 3
Issues and Prospects in building Global Learning Networks
Kobayashi Toshio
Professor Emeritus
National Institute of Multimedia Education (NIME) *
The Graduate University for Advanced Studies (SOKENDAI) , Japan
12.10 - 13.30 Lunch

Session: Invited Speakers
Venue: Ploy Room
MC: Dr. Vorasuang Duangchinda
Sripatum University, Thailand
13.30 – 14.10 Invited Speakers 1
Emerging Insights on Implementing E-Learning:
An Interactive Town Meeting
Dr. Mark David Milliron
Chief Learning Officer & Co-Founder, USA
14.10 – 14.50 Invited Speakers 2 Page 26
Engaging Learners in the 21st Century
Professor Dr. Zoraini Wati Abas
Director of the Center for Learning, Teaching and Curriculum Development
Universitas Siswa Bangsa Internasional, Jakarta, Indonesia
14.50 – 15.10 Refreshment break
Leveraging Open Educational Resources (OER) in Malaysia:
A case study at USM
Associate Professor Dr. Rozinah Jamaludin
Universiti Sains Malaysia (USM) , Malaysia
15.50 – 16.30 Invited Speakers 4
Digital Natives
Dr. Kitt Tientaopajai
Assistant to the President for Information Technology Affairs
Division of Academic and IT, Khon Kaen University, Thailand

Session A1: Paper Presentation
Venue: Pailin Room
Chairperson: Dr. Pornsook Tantrarungroj
Chulalongkorn University, Thailand
13.30 – 13.50 Towards a Global Business Curriculum in a Global Institution: A1_1
Leveraging a High Quality e-Learning Environment Page 31
Peter Maher
Webster University, United States
13.50 – 14.10 The Flipped Classroom: A Case Study from Thai Higher Education A1_2
Songsan Udomsilp Page 36
North-Chiang Mai University, Thailand
14.10 – 14.30 Effects of Paulo Freire Theory to Media Information Literacy A1_3
Jhonatta Martins Leal Page 42
Chiba University, Japan
14.30 – 14.50 Google Web Speech API Implementation, Case Study: A1_4
English Skill Online Practice Page 49
Prajaks Jitngernmadan
Tham Kaewsonti
Burapha University, Thailand
15.10 – 15.30 Systems Analysis of Proactive Customer Relationship Management A1_5
through Mobile Devices in a Higher Education Page 54
Phatthranit Srisakonsub
Panita Wannapiroon
King Mongkut's University of Technology North Bangkok, Thailand
15.30 – 15.50 Designing of Knowledge Review System Base on Connectivism A1_6
on Cloud Computing Page 59
Nawin Kongrugsa
Prachyanun Nilsook
Panita Wannapiroon
15.50 – 16.10 Designing Knowledge Engineering Approach to Enhance A1_7

Knowledge Management System on Cloud Computing Page 65
Anuchit Anupan
Prachyanun Nilsook
Panita Wannapiroon
16.10 – 16.30 Trends and Directions of Technology in Elementary Schools A1_8
under the Bangkok Metropolitan Administration Page 70
Poonsri Vate-U-Lan
Assumption University, Thailand
16.30 – 16.50 The Result of Using Google Drive and Weblog and Traditional A1_9
Method Learning on the Information Technology for life Subject Page 76
for Enhancing the System Thinking of Undergraduate Students in
Chaiyaphum Rajabhat University
Surin Cortong
Sirinan Thanudca
Chaiyaphum Rajabhat University, Thailand

Session B1: Paper Presentation
Venue: Petch Room
Chairperson: Assistant Professor Dr. Praweenya Suwannatthachote
13.30 – 13.50 Elements of Learning Design for MOOCs B1_1
Yuwanuch Gulatee Page 84
Nakhonphanom University, Nakhonphanom, Thailand
Prachyanun Nilsook
13.50 – 14.10 The Online New Portals’ Coverage on the 2013 General Election B1_2
in Malaysia Page 90
Azahar Bin Kasim
Mohd Azizuddin Mohd Sani
University Utara Malaysia, Malaysia
14.10 – 14.30 Results of the games for learning Course Basic Circuit Pulse & digital B1_3
and circuits pulse & digital courses of the Diploma Year 2 students Page 95
Pitipark Pinrod
lamphun technical college, Thailand
14.30 – 14.50 Study the Readiness and Characteristics of e-Learning B1_4
for Students at Private Universities in Bangkok Page 101
Parichart Palanantana
Rattana Bundit University, Thailand

15.10 – 15.30 Grappling the Critical Gaps in ICT Skills and e-Literacy B1_5
of ICT Professionals Page 106
Suwimon Vongsingthong
Krirk University, Thailand
15.30 – 15.50 Integrating Google Apps for Education to Business English Student B1_6
Trainees’On-the-Job Training English Reports Page 112
Phunsuk Kannarik
Southeast Asia University, Thailand
15.50 – 16.10 Technophobia and Gender Disparity: Issues of Concern B1_7
Jagpreet Kaur Page 117
Punjabi University, Patiala, India
Harpuneet Singh
Sri Guru Granth Sahib World Sikh University, Fatehgarh Sahib, India
16.10 – 16.30 Total Quality Management Trend of Education Digital B1_8
Television Station Page 123
Jakgreerat Sangvari
Prachyanun Nilsook
Pallop Piriyasurawong
16.30 – 16.50 Guideline for Development of Information System Supporting B1_9
North-Eastern University Learning Page 128
Phantawut Chantaramongkol
Wanwisa Wannapipat
North Eastern University, Thailand

Session C1: Paper Presentation
Venue: Tubtim Room
Chairperson: Associate Professor Dr. Maturos Chongchaikit
Kasetsart University, Thailand
13.30 – 13.50 Instructional Design of a Flipped Classroom by Using C1_1
a Self-Directed Learning Model to Develop Lifelong Learning Skills Page 134
for Higher Education
Piyawadee Pongsawat
Muban Chombueng Rajabhat University, Thailand
Panita Wannapiroon
13.50 – 14.10 A Development of Blended Learning Model on Information C1_2
Technology for Learning Course Page 140
Narumon Rodniam
Institute of Physical Education Chumphon Campus, Thailand
14.10 – 14.30 Experts’ Perspective on Education Management in Electronic C1_3
Media Age for development of Digital Mass Media Officer Page 146
Chantana Papattha
Prachyanun Nilsook
Namon Jeerungsuwan
14.30 – 14.50 Designing Information System for Intelligent Cooperative Education C1_4
Process Management on Cloud Computing Technology Page 152
Suriya Pumchalerm
Prachyanun Nilsook
Namon Jeerungsuwan
15.10 – 15.30 Enhancing Pedagogy with Cyber Tools and Technologies C1_5
Kuldeep Nagi Page 157
Assumption University, Thailand
15.30 – 15.50 The Study of University Lecturers’ Opinion in e- Learning C1_6

Activity, Courseware and Learning Management System Page 162
Sopark Charoensuk
Onjaree Natakuatoong
Sugree Rodphothong
15.50 – 16.10 The Effect of Blended e-Learning Activities through Learning C1_7
Management System and Social Media Online to Enhance Page 167
Knowledge Sharing of Graduate Students
Jeuajan Wattakiecharoen
Phaisarn Jantarungsri
Christian University, Thailand
Panita Wannapiroon
16.10 – 16.30 Innovation of assessment and evaluation form in Google sites LMS C1_8
Pichit Trivitayaratana Page 174
Siriporn Trivitayaratana
S.M.E.I.(Thailand), Thailand
Wanna Trivitayaratana
Siriraj Hospital, Mahidol University, Thailand
16.30 – 16.50 Conceptual Framework Study of Information and Communication C1_9
Technology to Promote the Proactive Involvement of Global Page 178
Merit Principle in Cultivating Youths’ Morality:
A case study of Khlong Sam Subdistrict Administrative
Organization, Khlong Luang, Pathum Thani Province
Wera Supa
North Bangkok University, Thailand
CONFERENCE PROGRAM

Main Session
Venue: Petch Pailin Ballroom (11st floor)
MC: Dr. Weerapong Prasongchean
8.00 - 9.30 Registration
Technology, Learning and the Person 3
Professor Dr. Peter Jarvis
Surrey University, United Kingdom
10.20 - 10.40 Refreshment break
Transition to Online Learning Programmes in Higher Education:
The Case of Massey University
Professor Dr. James Chapman
Massey University, New Zealand
Social Graph and Analysis of Social Network
Yoshida Masami
Chiba University, Japan
12.10 - 13.30 Lunch

Session: Invited Speakers
Venue: Ploy Room
MC: Associate Professor Dr. Jintavee Khlaisang
Education Resources and tools from Microsoft
Dr. Supoet Srinutapong
Director – Public Sector Programs
Microsoft Thailand, Thailand
Let's Flip your classroom with Moodle 2.x Tools
Assistant Professor Dr. Anuchai Theeraroungchaisri
Office of the Thailand Cyber University Project, Thailand
Dr. Kitt Tientaopajai
Khon Kaen University, Thailand
Dr. Vorasuang Duangchinda
Sripatum University, Thailand

Session A2: Paper Presentation
Venue: Pailin Room
Chairperson: Dr.Theeravadee Thangkabutra
13.30 – 13.50 Investigation of Augmented Book using Multimedia Learning A2_1
on Mobile Devices Page 184
Kobkiat Saraubon
Panita Wannapiroon
13.50 – 14.10 Moving to Flipped Learning: Perception and perspective from A2_2
teacher and students toward Webcast in Basic Education Page 190
Mayuret Yaibuates
Praweenya Suwannatthachote
14.10 – 14.30 Factors Affecting the Innovation-Decision Process to A2_3
Adopt Online Graduate Degree Program in Thailand Page 196
Siripen Pumahapinyo
Praweenya Suwannatthachote
14.50 – 15.10 Using Google Analytics to Measure Student Statistics: A2_4
The Case of Blended Learning Course Websites Page 202
Nuth Otanasap
Southeast Asia University, Thailand
15.10 – 15.30 Designing Mobile Learning Application for the Five Aggregates A2_5
Learning by Questioning-Answering Page 209
Sorraya Priaoprasit
Prachyanun Nilsook
Pullop Piriyasurawong

Session B2: Paper Presentation
Venue: Petch Room
Chairperson: Assistant Professor Dr. Prachit Intaganok
Surindra Rajabhat University, Thailand
13.30 – 13.50 การออกแบบสิ่งแวดลอมทางการเรียนรูบนสื่อสังคมออนไลนที่สงเสริมทักษะ B2_1

Page 216
การรูเทคโนโลยีสารสนเทศและการสื่อสาร สําหรับนักเรียนชั้นประถมศึกษา
Designing of Social Media Learning Environments (SMLEs)
to Enhance ICT Literacy Skill for Elementary Students
Panaphon Meepian
Issara Kanjug
13.50 – 14.10 การออกแบบสิ่งแวดลอมทางการเรียนรูแบบเปดบนเครือขายที่สงเสริม B2_2

การคิดวิเคราะห วิชาวิทยาศาสตร สําหรับนักเรียนชั้นมัธยมศึกษา Page 225
Design of Web-Based Open Learning Environments (Woles)
To Enhance Analytical Thinking for Science Classroom
Sukdarin Khamthat
Issara Kanjug
14.10 – 14.30 กรอบแนวคิดการพัฒนาสิ่งแวดลอมทางการเรียนรูบนเครือขายที่สงเสริม B2_3

ทักษะในศตวรรษที่ 21 และทักษะกระบวนการทางวิทยาศาสตร Page 233
ของนักเรียนชั้นมัธยมศึกษาปที่ 4
Framework for Development of Web-based
st
learning
environment to enhance skills in 21 century and science
process skills of student grade 12
Ruamporn Phasuk
Anucha Somabut
14.50 – 15.10 เทคโนโลยีเสมือนจริงสําหรับการศึกษาบันเทิง B2_4
Augmented Reality for Edutainment Page 243
Nuttakan Pakprod
Panita Wannapiroon
Prachyanun Nilsook
15.10 – 15.30 กรอบแนวคิดในการพัฒนาวิธีการทดสอบแบบปรับเปลี่ยนไดดวยคอมพิวเตอร B2_5

A Framework for the Development of Computerized Adaptive Page 248
Testing
Piyanuch Charernmool
Porawat Visutsak

Session C2: Paper Presentation
Venue: Tubtim Room
Chairperson: Assistant Professor Dr. Anirut Satiman
Silpakorn University, Thailand
13.30 – 13.50 ปจจัยที่มีอิทธิพลตอการยอมรับเทคโนโลยีคลาวดคอมพิวติ้งในสถาบันอุดมศึกษา C2_1

Factors Influencing the Acceptance of Cloud Computing Page 255
Technology in Higher Education Institutes
Svangnabha Tuanpusa
Daranee Pimchangthong
Rajamangala University of Technology Thanyaburi, Thailand
13.50 – 14.10 การพัฒนารูปแบบการบริการจัดการความรูผานเทคโนโลยีการประมวลผล C2_2

แบบกลุมเมฆ Page 263
Development of Cloud-Based Knowledge Management
as a Service Model
Arnut Ruttanatirakul
Krismant Whattananarong
14.10 – 14.30 Design of the Virtual Learning Environment with Scaffolding C2_3
System to Support a Brain-based Learning to Develop Page 271
the Creativity of Undergraduate Student
Nipada Trairut
Panita Wannapiroon
14.50 – 15.10 การออกแบบสิ่งแวดลอมทางการเรียนรูแบบเปดบนเครือขาย C2_4

ที่สงเสริมการคิดสรางสรรค สําหรับนักเรียนชั้นมัธยมศึกษา Page 278
Designing of Web-Based Open Learning Environments (WOLEs)
to Enhance Creative Thinking High School Students
Jurarat Seeya
Sumalee Chaijaroen
Issara Kanjug
15.10 – 15.30 การพัฒนามัลติมีเดียที่สงเสริมโครงสรางทางปญญาในการเรียนรูคําศัพท C2_5

ภาษาอังกฤษ สําหรับนักเรียนชั้นประถมศึกษาปที่ 4 Page 287
Development of Multimedia to Support Schema on Learning
English Vocabulary for Elementary students
Phasinee Kanjug
Issara Kanjug
Trends and Directions of Technology in Elementary Schools
under the Bangkok Metropolitan Administration
P. Vate-U-Lan
Graduate School of eLearning, Assumption University, Bangkok, Thailand
(poonsri.vate@gmail.com)
ABSTRACT
Keywords
The future can be forecast from a Augmented reality for education, Aurasma,
decision based on current knowledge in Bangkok Metropolitan, blended learning,
relation to the trends and directions of e-learning, Enclicker, flipped classroom,
computer technology implementation in gamification, Toondoo, Zooburst
a school. It depends frequently on the
influence of administrators and their 1) INTRODUCTION
knowledge level. It is crucial to study the Technology integration has long been a
demand and the confidence level of e- priority consideration in schools under the
learning implementation in the schools Bangkok Metropolitan Administration. In
from an administration perspective. In order to encourage teachers to utilize e-
2013, a group of 120 school learning and integrate technology into the
administrators attended a seminar classroom, a seminar workshop was
workshop on e-learning at a university conducted in a Bangkok university over
in Bangkok, Thailand. Fifty-six two days. The executive directors of
participants returned the questionnaire. elementary schools were invited to
The survey elicited level of their interest participate in this seminar which
towards a combination of instructional introduced them to many classroom
approaches and computer technology. technologies and applications. An exit
The research results are presented in survey aimed to validate levels of demand
this paper and outline the different for and confidence in e-learning and its
levels of their interest towards each formal implementation. One sub-topic in
computer-technology application. The this seminar workshop was “Benefits of E-
questionnaire contained questions learning Implementation”. The agenda of
regarding the potential of e-learning the workshop included 1) learning
implementation based upon the approach, 2) technology and 3) free
available infrastructure in their schools. educational applications.
The results showed that e-learning was
considered to be an education tool where 2) LITERATURE REVIEW
implementation was not seen as This literature review section provides two
problematic and it was likely to be an main types of information: 1) research
addition to the education offerings in focused on teachers‟ attitudes towards e-
schools. The survey also found that learning and 2) a synopsis of the
social networking was influential among knowledge of technology distributed
schools, parents and students in relation during the seminar workshop.
to the potential benefits of e-learning
implementation in schools. The survey 2.1) Teachers’ attitudes to e-learning
indicates that the demand and Teachers‟ computer technology literacy is
confidence levels of e-learning one of the most demanded skills in the 21st
implementation at the schools under century. Its strong positive effects will
Bangkok Metropolitan were rated at a impact strongly on student learning and
high level. engagements. According to research
70 A1_8
conducted by the Richard W. Riley Positive reinforcement from school
College of Education and Leadership directors and administrators was one of the
(2014), the survey results of more than crucial indicators. It related to the
1,000 U.S. educators, (783 teachers and importance of influencing new teachers‟
274 principals or assistant principals) acceptance and integration of technology
reflected a better comprehension of how e- into classroom pedagogy (Webb, 2011).
learning has been implemented in the Resources, incentives and well-designed
classroom. The research team at the staff development programs have the
Richard W. Riley College of Education capacity to promote successful technology
and Leadership found that both teachers integration into the curriculum and can be
and administrators were very confident quite successful (Webb, 2011). Factors
about the potential of technology that such as teachers‟ ICT competency,
engaged many different types of students, teachers‟ confidence levels in using ICT,
including high-achieving students, students and teachers‟ satisfaction with ICT training
with specific academic needs, and English programs play crucial roles in terms of ICT
language learners. The same research integration in educational contexts (Tasir,
showed that the more frequent use of Mohammed El Amin Abour, Halim, &
technologically supported learning resulted Harun, 2012). Their survey involving 184
in enhanced student engagement. In their Malaysian teachers, in one of the
study there was no disparity between universities located in Johor State found
veteran teachers and newer teachers in that teachers had a high level of ICT
terms of adopting technology into competency blended with high levels of
traditional classrooms. However, there confidence in using ICT and satisfaction
were disparities between teachers‟ and with regard to ICT training programs. The
administrators‟ perceptions as admini- reason for this was that Malaysian teachers
strators believed that teachers were using were able to use most ICT tools and
technology to support learning more than integrate ICT tools into their teaching
teachers were reporting it. Lacking access process and, lastly, they believe ICT
to technology was not a barrier to teachers‟ training programs provide sufficient
use of technology. Finally, most teachers knowledge about ICT which encouraged
did not believe that the pre-service them and became motivational. This
programs prepared them adequately but Malaysian research showed that the more
they placed more value on advanced competent the teachers‟ were with
training programs. Their findings suggest computer technology generally, the more
that on-the-job technology training for confident were their levels for using ICT
teachers may focus on how to operate new linked to e-learning (Tasir et al., 2012).
equipment, but not on how to incorporate it
effectively into instruction. Along similar 2.2) Knowledge of technology
lines, research conducted in West Virginia The learning approaches introduced in this
University found that both teachers and seminar included a range of e-learning ICT
administrators are more engaged when products and applications. A brief
technology was used in the classroom and elaboration of examples follows. The
believed that technology brought positive Flipped classroom is a concept where
impacts to instruction (Marcum, 2010). teachers provide activities for students
Additionally, users‟ age, availability of prior to class time to explore content in
usable and current technology and choice order to distinguish passive and active
were factors affecting confidence in using learners (Trish, 2014). The Flipped
technology (Marcum, 2010). classroom integrates more opportunities for
students to practice higher order thinking
skills such as analysis, synthesis and
71
evaluation. Blended learning refers to a distributed after the academic seminar
combination of traditional learning and workshop.
media and tools from the internet. Two
main educational technologies mentioned 3.1) Demographic information
in the workshop were „gamification‟ and The population consisted of 120 school
„augmented reality for elementary school‟. administrators who attended a seminar
A short definition of „gamification‟ means workshop on e-learning at a selected
the use of game attributes to drive game- university in Bangkok, Thailand. Fifty-six
like player behavior in a non-game context participants returned completed
(Wu, 2014). Gamification stresses the questionnaire. Three thirds of respondents
motivational techniques that drive were female (75 % or n=42) and all the rest
heightened learning engagement (Scullion, were males (25% or n=14). Almost nine
2014). The Free Rice web site and Kukui out of ten (89.29% or n=50) were
Cup for educational environment were administrators of elementary schools and
taken as the examples of gamification 10.71 per cent (n=6) were administrators of
projects (Free rice, 2014). „Aurasma‟ was secondary schools. The majority of
demonstrated in the creation of augmented participants or nine tenths (89.29% or
reality for educational purposes (Aurasma, n=50) had completed a masters‟ degree
2014). Lastly, the free applications stated while the rest had earned a doctoral degree
were „enclicker‟, toondoo and zooburst. (5.36% or n=3) or a bachelor degree
Enclicker is a free application that enables (5.36% or n=3) respectively.
teachers to create questions and publish
them among students who have a mobile or 3.2) Level of interest towards e-learning
a computer connected to the internet. The approach and computer technology
responses can be shown in a real-time The level of interest towards the e-learning
context (Enclicker, 2014). ToonDoo (2014) approach and computer technology was
is a comic-creating tool which allows both investigated in the form of 5 point-scale-
students and teachers to create, rating questions. The participants
personalize, and publish content in the demonstrated their level of interest towards
form of a cartoon. Zooburst is an online e-learning and computer technology as
creator tool that allows students to create shown in Table 1.
their own pop-up books in both Table 1: Level of interest
3Dimensional and augmented reality form N M SD Description
(Kapp, 2014). Blended Very
56 4.07 0.76
Learning interesting
Flipped Very
Based on the literature review, the Classroom
56 4.11 0.76
interesting
researcher aimed to proactively investigate Very
Gamification 56 4.09 0.86
the trend and direction of technology in interesting
elementary schools under Bangkok Augmented Very
56 4.00 0.81
Metropolitan Administration. Reality interesting
Range: 4.21-5.0=Extremely interesting,
3.41-4.20=Very interesting,
3) RESEARCH RESULT 2.61-3.40=Moderately interesting,
This research employed an exit survey 1.81-2.60=Slightly interesting
approach to gather feedback. The 1.00-1.80=Not at all interesting
questionnaire included three main parts: 1)
demographic information, 2) level of As seen in Table 1, there was little
interest to the e-learning approach and disparity among the four items; the average
computer technology and 3) plan and level was high but no item reached the
readiness of the school to integrate ICT “extremely interesting” level. Flipped
linked education. The survey was classroom was the highest interest learning
72
approach followed by gamification, know (The Gateway of Thailand‟s online
blended learning and augmented reality Knowledge Management) in the future (36,
respectively 4.11, 4.09, 4.07 and 4). The 28 and 20% respectively).
standard deviation of each item was under
one which can be described as a standard
normal distribution.
The next question was a multiple selection

option or “check-all-that-apply” off “In the
future, what will be an application in your
school?” as shown in Figure 1. The result
found that Aurasma was the most
frequently selected application followed by
Enclicker, Zooburst and Toondoo
respectively (35.4, 27.7, 20.8 and 16.2 %
respectively).
Figure 2: Social Networking at School
The third and fourth questions were a 5

point-scale-rating which investigated the
desire for e-learning and confidence levels
in it to enhance education quality. The
results are shown in Table 2.
Table 2: Level of interest

Figure 1: Selected Application N M SD Description
Demand for Extremely
56 4.27 0.75
3.3) Plan and readiness of the school e-learning desirable
Confident of Extremely
There were four questions in this section. 56 4.29 0.73
e-learning positive
The first question focused on the level of Range: 4.21-5.0=Extremely desirable/positive,
infrastructure readiness such as signal 3.41-4.20=Very desirable/positive,
quality, router and hardware in order to 2.61-3.40=Moderately desirable/positive,
implement e-learning. This question 1.81-2.60=Slightly desirable/positive
offered three levels of choice 1) good 1.00-1.80=Not at all desirable/positive
quality 2) may be good and 3) may work
but not good quality. The administrators The demand for e-learning in elementary
identified that their school infrastructure schools was seen as extremely desirable
was 1.84 (SD=0.70) out of three which can (4.27, SD= 0.75). It was on parity with the
be described as „Perhaps good‟. confidence in the potential for e-learning to
enhance the quality of education (4.29,
The second question explored current social SD=0.73).
networking and a plan to use it in the future
as shown in Figure 2. Currently, Facebook A crucial corollary from the responses of
was the most popular social network used the administrators to an open-ended
in schools followed by Google+ and question was a high appreciation for the
Youtube. The schools planned to use Class- workshop; however, the limitations of time
start (a free service of Learning might be a barrier to achieve competence
Management System by Prince of Songkla the new technology and its tools.
University, Thailand), Edmodo and Go to
73
4) DISCUSSION, REFERENCES
RECOMMENDATIONS AND
CONCLUSIONS Aurasma. (2014). Aurasma. Aurasma.
The survey results on trends and directions Retrieved from
of technology in elementary schools under http://www.aurasma.com/what-is-
the Bangkok Metropolitan Administration it/
reflected a similar trend found in other Craig Kapp. (2014). About ZooBurst.
global and ASEAN studies (the Richard ZooBurst. Retrieved May 30, 2014,
W. Riley College of Education & and from
Leadership 2014; Marcum, 2010, Zaidatun http://www.zooburst.com/zb_about.
Tasir et al., 2012, Webb, 2011). Based on php
this survey, it is arguable that the future Enclicker. (2014, May 30). Enclicker.
learning approach in classrooms will Enclicker. Retrieved May 30, 2014,
integrate technology and new learning from
concepts such as the „Flipped classroom‟, http://www.einbrain.com/enclicker
gamification, blended learning and Jim Scullion. (2014). What Is
augmented reality since the administrators Gamification? Retrieved May 21,
held very positive towards the benefits of 2014, from
e-learning. Even though the readiness of http://www.bunchball.com/gamific
infrastructure to support e-learning imple- ation
mentation was moderate, the confidence in Lorrie Webb. (2011). Supporting
e-learning and demand for e-learning were Technology Integration: The
extremely high. Social networking School Administrators‟ Role.
designed specifically for educational National Forum of Educational
purposes such as Edmodo or the social Administration&Supervision
networks hosted by Thais such as Class- JournalRNAL, 2011(28), 1–7.
start and Gotoknow will be more integrated Marcum, C. E. (2010). Teacher and
into classrooms. The rationale for this may Administrator Perceptions of
be due to the superior functions that can Technology Use in Two West
serve education purposes with no service Virginia Middle Schools. West
charge required. In order to improve the Virginia University. Retrieved from
quality of Thai education, the budget to http://gradworks.umi.com/34/48/34
support technology infrastructure in the 48195.html
schools needs to be boosted considerably. Michael Wu. (2014). What is Gamification,
Consequently, the updated knowledge Really? Lithium.com. Retrieved
among teachers and administrators needs from
to be maintained in well-planned http://community.lithium.com/t5/Sc
workshops and seminars and online ience-of-Social-blog/What-is-
support. The greater the knowledge of Gamification-Really/ba-p/30447
technology – particularly e-learning The Kukui Cup: Lights off. Game on!
applications - the greater the likelihood (2014).
that Thai education will succeed in a Kukuicup.manoa.hawaii.edu.
globalized world as a part of the challenges Retrieved from
and skills demanded by this complex 21st http://kukuicup.manoa.hawaii.edu/a
century. bout/
The Richard W. Riley College of
Education, & and Leadership,.
(2014). Educators, Technology and
21st Century Skills: Dispelling Five
Myths A Study on the Connection
74
คําสั่งสํานักงานคณะกรรมการการอุดมศึกษา
ที่ 132 /2557
เรื่อง แต่งตัง้ คณะกรรมการพิจารณาคุณภาพ
ประเมินและคัดเลือกบทความ (Peer Reviewers) เพื่อนําเสนอผลงานวิจัย
ในการจัดการประชุมวิชาการนานาชาติด้านอีเลิร์นนิงปี 2557
------------------------------------------
สํานักงานคณะกรรมการการอุดมศึกษา โดยสํานักงานบริหารโครงการมหาวิทยาลัยไซเบอร์ไทย
จัดการประชุมวิชาการนานาชาติด้านอีเลิร์นนิงปี 2557 The Fifth TCU International E-learning Conference 2014
“Overcome the Uncertainty of Technology in Education” ในระหว่างวันที่ 5-6 สิงหาคม 2557 ณ อิมแพค เมืองทองธานี
ซึ่งเป็นการจัดประชุมนานาชาติประจําปีที่ดําเนินการมาอย่างต่อเนื่องทุกปี โดยมีวัตถุประสงค์เพื่อเป็นเวทีแลกเปลี่ยน
ความรู้ ระหว่างนักวิชาการ นักวิจัย คณาจารย์ และนิสิตนักศึกษา เป็นการประมวลความรู้ด้านอีเลิร์นนิง ในทุกด้านที่
สําคัญจากนักวิชาการด้านการศึกษาทั้งในประเทศ และต่างประเทศ โดยกําหนดให้มีการบรรยายพิเศษจากวิทยากรรับ
เชิญทั้งใน และต่างประเทศ และการนําเสนอผลงานวิจัยด้านอีเลิร์นนิง
เพื่อให้การดําเนินการดังกล่าว บรรลุถึงวัตถุประสงค์ จึงกําหนดให้มีกรรมการ โดยมีองค์ประกอบ

ด้านการพิจารณาคุณภาพ และคัดเลือกบทความ (Peer Reviewers) ประเมินเพื่อนําเสนอผลงานวิจัยด้านอีเลิร์นนิง ดังนี้
1. ผศ.ดร.เชาวเลิศ เลิศชโลฬาร ที่ปรึกษา
2. ผศ.สุพรรณี สมบุญธรรม ที่ปรึกษากรรมการ
3. ผศ.ดร.ฐาปนีย์ ธรรมเมธา ประธานกรรมการ
ผู้อํานวยการสํานักงานบริหารโครงการมหาวิทยาลัยไซเบอร์ไทย
4. รศ.ดร.วิสาข์ จัติวัตร์ กรรมการ
คณบดีคณะศึกษาศาสตร์ มหาวิทยาลัยศิลปากร
5. รศ.ดร.ถนอมพร เลาหจรัสแสง กรรมการ
ผู้อํานวยการสํานักบริการเทคโนโลยีสารสนเทศ มหาวิทยาลัยเชียงใหม่
6. รศ.ดร.มธุรส จงชัยกิจ กรรมการ
คณะศึกษาศาสตร์ มหาวิทยาลัยเกษตรศาสตร์
7. รศ.ดร.จินตวีร์ คล้ายสังข์ กรรมการ
คณะครุศาสตร์ จุฬาลงกรณ์มหาวิทยาลัย
8. ผศ.ดร.อนุชัย ธีระเรืองไชยศรี กรรมการ
รองผู้อํานวยการสํานักงานบริหารโครงการมหาวิทยาลัยไซเบอร์ไทย
/9.นอ.ผศ.ธงชัย…
-2-
9. น.อ.ผศ.ดร.ธงชัย อยู่ญาติวงศ์ กรรมการ

รองอธิการบดี มหาวิทยาลัยแม่ฟ้าหลวง
10. ผศ.ดร.เด่นพงษ์ สุดภักดี กรรมการ
รองอธิการบดีฝ่ายวิชาการ และเทคโนโลยีสารสนเทศ มหาวิทยาลัยขอนแก่น
11. ผศ.ดร.กอบกุล สรรพกิจจํานง กรรมการ
คณะศึกษาศาสตร์ มหาวิทยาลัยเกษตรศาสตร์
12. ผศ.ดร.ศิริรัตน์ เพ็ชร์แสงศรี กรรมการ
คณะครุศาสตร์อุตสาหกรรม สถาบันเทคโนโลยีพระจอมเกล้าเจ้าคุณทหารลาดกระบัง
13. ผศ.ดร.ประชิต อินทะกนก กรรมการ
คณะครุศาสตร์ มหาวิทยาลัยราชภัฏสุรินทร์
14. ผศ.ดร.ปราวีณยา สุวรรณณัฐโชติ กรรมการ
15. ผศ.ดร.เอกนฤน บางท่าไม้ กรรมการ
คณะศึกษาศาสตร์ มหาวิทยาลัยศิลปากร
16. ผศ.ดร.น้ํามนต์ เรืองฤทธิ์ กรรมการ
17. อาจารย์ ดร. จารุวรรณ กฤตย์ประชา กรรมการ
มหาวิทยาลัยสงขลานครินทร์ วิทยาเขตสงขลา
18. อาจารย์ ดร.ธีรวดี ถังคบุตร กรรมการ
19. อาจารย์ ดร.พรสุข ตันตระรุ่งโรจน์ กรรมการ
20. อาจารย์ ดร.อนิรุทธ์ สติมั่น กรรมการ
21. อาจารย์วรสรวง ดวงจินดา กรรมการ
ผู้อํานวยการสํานักการจัดการศึกษาออนไลน์ มหาวิทยาลัยศรีปทุม
22. Prof. Dr. Yoshida Masami กรรมการ
Professor of Chiba University, JAPAN
23. Prof. Dr. Insook Lee กรรมการ
Professor of Sejong University, Korea (South)
24. Prof.Dr.Howard Combs กรรมการ
San Jose State University, United States
25. Prof. Dr. Mei-Yan Lu กรรมการ
San Jose State University, United States
/26.Assoc.Dr.Daniel…
-3-
26. Assoc.Dr. Daniel Tiong Hok Tan กรรมการ

Taylor's Education Group, Malaysia
27. Prof. Dr. Daniel Churchill กรรมการ
University of Hong Kong, Hong Kong Special Administrative Region of the People's
Republic of China
28. Prof. Yoshimi Fukuhara กรรมการ
Meiji University, Japan
อํานาจหน้าที่ และความรับผิดชอบ
1. พิจารณาคุณภาพ ประเมิน และคัดเลือกบทความ (Peer Reviewers) เพื่อนําเสนอผลงานวิจัย
ด้านอีเลิร์นนิง
2. ประสานงานกับหน่วยงานที่เกี่ยวข้องให้สามารถดําเนินงานได้ตามวัตถุประสงค์
ทั้งนี้ ตั้งแต่บดั นี้เป็นต้นไป
สั่ง ณ วันที่ 2 เมษายน พ.ศ. 2557

International e-Learning Conference 2014 Bangkok Recap

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The Proceedings of

International e-Learning Conference 2014

Day 1: August 5, 2014

9 .15 - 9.30 Opening Address

Day 1: August 5, 2014

Day 1: August 5, 2014

15.50 – 16.10 Designing Knowledge Engineering Approach to Enhance A1_7

Day 1: August 5, 2014

14.50 – 15.10 Refreshment break

Day 1: August 5, 2014

15.30 – 15.50 The Study of University Lecturers’ Opinion in e- Learning C1_6

Day 2: August 6, 2014

Day 2: August 6, 2014

Day 2: August 6, 2014

Day 2: August 6, 2014

13.30 – 13.50 การออกแบบสิ่งแวดลอมทางการเรียนรูบนสื่อสังคมออนไลนที่สงเสริมทักษะ B2_1

13.50 – 14.10 การออกแบบสิ่งแวดลอมทางการเรียนรูแบบเปดบนเครือขายที่สงเสริม B2_2

14.10 – 14.30 กรอบแนวคิดการพัฒนาสิ่งแวดลอมทางการเรียนรูบนเครือขายที่สงเสริม B2_3

15.10 – 15.30 กรอบแนวคิดในการพัฒนาวิธีการทดสอบแบบปรับเปลี่ยนไดดวยคอมพิวเตอร B2_5

Day 2: August 6, 2014

13.30 – 13.50 ปจจัยที่มีอิทธิพลตอการยอมรับเทคโนโลยีคลาวดคอมพิวติ้งในสถาบันอุดมศึกษา C2_1

13.50 – 14.10 การพัฒนารูปแบบการบริการจัดการความรูผานเทคโนโลยีการประมวลผล C2_2

14.50 – 15.10 การออกแบบสิ่งแวดลอมทางการเรียนรูแบบเปดบนเครือขาย C2_4

15.10 – 15.30 การพัฒนามัลติมีเดียที่สงเสริมโครงสรางทางปญญาในการเรียนรูคําศัพท C2_5

The next question was a multiple selection

Figure 2: Social Networking at School

The third and fourth questions were a 5

Table 2: Level of interest

เพื่อให้การดําเนินการดังกล่าว บรรลุถึงวัตถุประสงค์ จึงกําหนดให้มีกรรมการ โดยมีองค์ประกอบ

9. น.อ.ผศ.ดร.ธงชัย อยู่ญาติวงศ์ กรรมการ

26. Assoc.Dr. Daniel Tiong Hok Tan กรรมการ

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