This qualitative research has the purpose to analyze and synthesize a model of Blended Learning (BL) with IoT-based technology. Data sources are related literature, textbooks, research, articles, and websites. The author used analysis and synthesis tables with the content analysis method. IoT-based technology was considered to refer to all heterogeneous objects and devices through any networks, and BL is the educational approach to combine F2F instruction with ICT instruction. Many devices and “things” in IoT-based technology were added in class to create and improve a smart learning environment for the learning goals. This study divided BL into 4 characteristics; F2F, Self-paced, Tele-D, and Ubiquitous, which were further categorized into 3 typical cases of learning environments, Digital, Embedded, and Side-by-side cases. A framework of this model has 2 roles of user interfaces (teacher and student) which link 6 modules and a set of databases and 2 types of contexts (classroom and personal).

The COVID-19 pandemic has heightened the need for 21st century skills, particularly computer and ICT literacy (CICT) in Thailand. This study aimed to develop a TPACK (Technological Pedagogical and Content Knowledge)-based blended learning model (BLM) to enhance CICT skills and academic performance among 179 Business Administration (BA) undergraduates in the 2022 academic year Computer and Information Applications course. Research instruments were designed and evaluated by experts. Over 18 weeks, qualitative and quantitative data were collected, with the qualitative data undergoing content analysis. Descriptive statistics were used to analyze quantitative data, comparing pretests, post-tests, and 2-week retests using a repeated measure ANOVA. One-sample t-tests were used to assess the model’s impact on CICT skills. The results showed a significant score improvement between tests, with the highest mean being seen in the 2-week retest. The BA-TPACK model significantly enhanced CICT skills, exceeding 80%. The students expressed high satisfaction, with the BA-TPACK model effectively enhancing CICT skills and academic achievement, recommending its integration into future computer and information courses. This study’s contribution lies in addressing the pressing need for CICT skills in the ‘new normal’. By developing and implementing a BLM grounded in the TPACK framework, this study not only enhances students’ CICT proficiency but also fills a crucial gap in the literature regarding effective pedagogical approaches to foster 21st century skills.

In 2021, the COVID-19 pandemic is still not over. Thailand is the one that is facing the second wave of new coronavirus. Schools and universities were closed, and faculties need to mostly teach with Online pedagogy, including the graduate students' courses. This study proposes to focus on the Ubiquitous area of the Blended Learning model with IoT-based to solve a problem of graduate students and their advisors by the qualitative focus-group technique. The mobile application draft was synthesized and designed to track and monitor graduate students' research activities on smartphones by built-in sensors. They should stay active along while researching the advisor’s assignments on their smartphone. Non-active periods are implied when several behaviors are detected. Virtualize dashboards are processed to report the total active learning period of students for the advisor's evaluation.Moreover, students can continually monitor their self-efficacy to improve the online learning process. Besides, this study proposes to confirm the model’s quality by twelve experts with the questionnaire. The results show average scores of Propriety, Utility, Feasibility, and Accuracy standard are 4.32, 4.41, 4.37, and 4.21, respectively. Therefore, the Blended Learning model's overall qualities with IoT-based smartphones are extremely high and proper to implement.