International Journal of Educational Communications and Technology

Examining Students’ Attitudes towards Blending e-Learning in English Courses and Effect of e-Learning on Students’ Success in English Learning: A Case Study at Rajamangala University of Technology Lanna (RMUTL)

2025-11-03T18:31:14+07:00

This research aims to develop performance indicators for English language teachers based on digital age learning Improving students’ English proficiency remains a major concern in education, as limited communication skills in English can restrict university graduates’ opportunities for employment and career advancement. To address this issue, e-Learning has been introduced as a supplementary tool to support English language teaching and learning at RMUTL alongside traditional classroom instruction. This study explores students' attitudes toward e-Learning using a qualitative approach, with semi-structured interviews as the primary research instrument. Forty participants consisting of male and female students 17 to 25 years of age, enrolled in pre-university and undergraduate engineering programs. The interview data was analyzed using Thematic Analysis (TA) to identify the students’ perceptions of the advantages and barriers of e-learning, as well as their recommendations for improving its use in the context of EFL teaching and learning at RMUTL.

The findings revealed that RMUTL students had perceived several significant benefits of blended learning in their English courses, including comprehensive language skill development, increased learner autonomy, and enhanced confidence. However, students also faced notable challenges, such as technical issues, heavy workloads, and limited interaction, which can hinder their learning experience. To improve blended EFL learning, institutions should ensure reliable technology, such as stable internet and up-to-date devices, and should implement fair assessments, such as speaking tasks and peer feedback. They should foster collaboration through group projects and support self-regulated learning with tools like study planners. Inclusive access should be provided through device loans, subsidized internet, or on-campus study spaces. Finally, ongoing training of educators and regular collection of student feedback can further enhance learning outcomes.

Implementation of Electronic Document Management on Web Application for Teacher Supervision in Educational Institutions

2025-10-30T09:51:01+07:00

This research aimed to apply a web application for electronic document management for teacher supervision in educational institutions and to test the usability of the web application for electronic document management for teacher supervision in educational institutions. This research used an online questionnaire as a data collection tool to test the usability of 12 teacher supervision in educational institutions. The usability test results were analyzed using percentages, means, and standard deviations, along with descriptive statistics.

The research findings revealed that applying a web application for electronic document management for teacher supervision in educational institutions using google workspace is appropriate for electronic document management by teacher supervision in educational institutions. It systematically organizes data structures according to the electronic document management flowchart for teacher supervision in educational institutions and can reduce document collaboration steps, enabling faster operations and reducing errors. The results of the usability test found that the level of opinion on the correctness and efficiency of collaboration of the document management on web application indicated an average score of 4.32, the convenience of using the document management on web application indicated an average score of 4.48, the results obtained from document management in the document management on web application indicated an average score of 4.50, the usefulness of using the document management on web application indicated an average score of 4.69, and the testers were most satisfied with using the document management on web application with an average of 4.64.

Analysis of the Competency Components of English Teachers using the Digital Age Learning Management Approach

2025-10-29T14:46:34+07:00

This research aims to develop performance indicators for English language teachers based on digital age learning management guidelines, to study the performance level of English language teachers based on these same guidelines, and to compare English language teacher performance indicators among teachers with different backgrounds. Data analysis using content analysis to develop indicators and competency measurement models for English language teachers in the digital age. Content validity analysis by finding the IOC index. The reliability was analyzed by finding Cronbach’s alpha coefficient using the SPSS program, analyzing basic statistics, and analyzing the components using Factor Analysis. The study group for this research consisted of 750 teachers from the Office of the Basic Education Commission, the Department of Local Administration, the Office of the Private Education Commission, and the Office of Non-Formal Education. This group was used to develop indicators of English teacher competency based on the digital learning management approach and was selected using a multi-stage random sampling technique.

The research results are as follows: Analysis of the components of English language teachers' competence according to the learning management guidelines in the digital age from the collection of empirical data from relevant parties resulted in 2 important components and 28 indicator behaviors. The first component is competence in integrating language knowledge with modern English language learning management. There are 12 indicators. And the second component is competence in integrating the natural foundations of modern learners with creating motivation for learners to learn, with 16 indicators.

Innovative Hybrid Peer-Teaching Learning Model Using Interactive Video and Simulation to Promote Professional Self-Efficacy and Clinical Competence Among Nursing Students

2025-10-22T14:00:22+07:00

This study aimed to develop and evaluate a peer-teaching instructional model integrated with interactive video and simulation to enhance self-efficacy in delivery care and clinical competence among nursing students. A quasi-experimental design was employed involving 60 fourth-year nursing students enrolled in a maternal and newborn nursing practicum course. Participants were purposively assigned to either an experimental group (peer teaching with Edpuzzle-supported interactive videos and simulation practice) or a control group (traditional instruction with video viewing and instructor-led simulation). The research instruments included a lesson plan, a self-efficacy scale, a clinical skills checklist, and a satisfaction questionnaire. Data were analyzed using descriptive statistics, independent t-tests, and Pearson’s correlation coefficient. The experimental group showed significantly higher self-efficacy (M = 4.29, SD = 0.42) than the control group (M = 3.89, SD = 0.55), p < .003. Clinical skills scores were also significantly higher in the experimental group (M = 3.85, SD = 0.39) compared to the control group (M = 3.43, SD = 0.23), p < .001. Students reported high satisfaction with the peer-teaching approach (M = 4.72, SD = 0.40). Strong positive correlations were found between self- and peer-assessments (r = 0.70, p < .001), while instructor ratings were not significantly correlated with student assessments. The findings support the effectiveness of technology-supported peer teaching in improving students’ confidence and clinical performance in delivery care. This model offers a promising strategy for competency-based nursing education.