The study aimed to develop a learning model that enhances Thai student-teacher problem-solving skills (PSS) and academic achievement (AA) through a blended problem-based learning (PBL) approach in online flipped classrooms. Phase 1 consisted of the design of the Flipped PARSER (problem-attempt-research-solutions-evaluation-reflect) Model (FPM) through the study of documentation and research. Phase 2 involved using nine experts to assist with the model's development and evaluation using in-depth interviews and content analysis. Phase 3 involved the application and use of the FPM by 30 student-teachers, from which their AA, PSS, and satisfaction were evaluated against the control group of 31 participants. The results from the nine experts' input on the FPM design were significant. Instructor activities included selecting content, media, materials, and their design and development. Other components included learning activities, tools, lesson delivery, and evaluation. Also, PBL methods were again confirmed as an instrumental pedagogy in teaching PSS. When combined with online learning and flipped classrooms, the study's results were higher than those using traditional classroom methods. The study contributes to the literature by determining that online teaching models effectively teach PSS and raise AA scores.

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).

Digital literacy and the associated skills are becoming the basic and essential skill set of any employer that wishes to survive in a highly competitive world. Given the global importance of these skills for many sectors including education, medicine, information technology, tourism, etc., the researchers sought to determine which digital literacy skills were most important in using digital technology, communications tools, and/or networks to access, manage, integrate, evaluate, create and communicate information in order to function in a knowledge society. From a multistage random sampling survey of 400 second semester university seniors finishing their degrees in 2014 at 9 Thai public and private universities, it was determined that the ability to evaluate was the most important skill indicator in the development of digital literacy. Analysis was conducted by use of LISREL 8.72.

The objective of this research was to develop a Problem-Based Learning (PBL) Model which used a cloud-based constructivist learning environment to enhance Thai undergraduate creative thinking and digital media skills. Initially using a mixed-methods approach, a five-step model was conceptualized. Thereafter, a panel of five academic experts gave input into the model’s design from which the model was expanded to include six related learning environments. The instrument used in the research was a problem-based assessment form. Data collection was carried out utilizing group chats and analyzed using descriptive statistics including the mean and standard deviation. The results of the study revealed that the initial model contained five steps including (1) problem identification, (2), problem analysis, (3) research, (4) presentations, and (5) summary and evaluation, which is integrated into the model’s additional six learning environment elements. These six learning environments were (1) problem-based, (2) resources, (3) cognitive tools, (4) collaboration, (5) scaffolding, and finally, (6) coaching. When applying the proposed model and related environments, there was a consensus from the experts that the model had excellent suitability and can be used as a model for teaching and learning at the bachelor's degree level.

As one of the world's most valuable fish, Tuna can either be found in inexpensive tins on grocery store shelves or on high-end auction blocks destined for Japanese sashimi and sushi restaurants. Moreover, Thailand is reported to be the world's largest exporter of prepared or preserved tuna, which in 2019 contributed an estimated $2.5 billion to Thailand's exports. However, brand research is very limited for canned tuna, especially when it comes to product packaging cues, and how packaging affects a consumer's decision-making process. Therefore, this study set out to investigate which factors play the greatest role in a Thai consumer's brand loyalty (BL) for tuna fish canned products. Research teams using systematic random sampling were dispatched to five supermarkets within the Bangkok metropolitan area and collected 400 questionnaires answering items related to brand attitudes (BA), brand quality (BQ), and brand value (BV) as they related to canned tuna brand loyalty (BL). Thereafter, data analysis of the four constructs and 13 observed variables was conducted with use of LISREL 9.1, which included a confirmatory factor analysis (CFA), a goodness-of-fit (GOF) analysis along with the study's structural equation modeling (SEM). Results determined that there was a positive effect (73% R2) between all the causal factors on Thai canned tuna BL. Furthermore, the factors affecting BL ranked from the greatest to the lowest were BA, BQ, and BV with total effect (TE) values of 0.85, 0.33, and 0.19, respectively. Key takeaways from the study's research seem to indicate that canned tuna is viewed by most consumers as a ‘commodity’, with product availability and convenience being of the utmost importance in product brand selection. Global fishing stocks sustainability, labor costs/practices, and dolphin free catches within the tuna industry were also determined to be important aspects within the international consumer community. Also, due to the demand for high-quality and safe tuna products, adding value has become increasingly important in satisfying consumer demands and represents an opportunity for marketplace expansion.