Research Article
Lan Thi Nguyen, Theeradej Manakul, Kittiya Suthiprapa, Sangeun Han, Kulthida Tuamsuk
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep662
ABSTRACT
Smart learning management in schools refers to the integration of various elements designed to enhance learning experiences, promote student engagement, and support improved educational outcomes. This study aimed to examine key factors associated with the implementation of smart learning management in practical projects conducted in schools participating in a smart learning initiative through collaboration between a university and partner schools. The research employed a quantitative cross-sectional survey design involving school administrators and teachers from schools under the Secondary Education Service Area Office in four northeastern provinces of Thailand: Khon Kaen, Udon Thani, Ubon Ratchathani, and Nakhon Ratchasima. Data were collected through questionnaires from 72 school administrators and 79 teachers. The findings indicate that several dimensions are perceived as important for the implementation of smart learning management, including executive leadership, teacher readiness and motivation, policy and promotional support, and student readiness and motivation. The results also highlight the importance of comprehensive school preparation, such as clear policies, adequate technological infrastructure, supportive learning environments, and effective school management. These findings provide insights into key conditions that support the implementation of smart learning initiatives and may help guide schools and policymakers in strengthening smart learning practices in educational settings.
Keywords: smart learning, learning ecology management, secondary schools, education administrators, schoolteachers
Research Article
Kulthida Tuamsuk, Lan Thi Nguyen, Issara Kanjug, Grichawat Lowatcharin, Teeradej Manakul, Kornwipa Poonpon, Weerachai Sarakorn, Anucha Somabut, Niwat Srisawasdi, Saksuriya Traiyarach
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep408
ABSTRACT
This study aimed to investigate the success factors for transforming classrooms into learning communities in digital learning ecosystem (DLE) of Thailand’s secondary schools. Quantitative research was conducted by using a questionnaire as the research instrument to measure teachers’ evaluation of factors. Purposive sampling was applied to obtain a sample group of secondary schools. The questionnaires were sent to teachers at secondary schools in 20 provinces in Northeast Thailand that were employing the smart learning project for their teaching and learning. Data analysis was performed using descriptive statistics, exploratory factor analysis, and confirmatory factor analysis. The results revealed that learning support technologies, teachers, and learners were the three most important factors influencing the development of DLE (x =4.64, x =4.61, and x =4.49, respectively). The findings of this study have implications for educators, administrators, and teachers to review and discover appropriate ways to invest the necessary conditions that can enhance the quality of DLEs and improve teaching and learning activities in the digital environment at secondary schools.
Keywords: success factors, learning community, digital learning ecosystem, secondary schools, Thailand