This research aimed to develop and evaluate a blended learning model for Home Economics students at Rajamangala University of Technology to increase teaching and learning effectiveness. The model development was collected from 9 experts. Questionnaires were used to ask for their opinions on the model’s 9 components which were 1) teaching and learning objectives 2) student readiness 3) instructor readiness 4) course plan 5) e-learning courseware design and development 6) teaching and learning environmental availability 7) Blended Learning instruction procedure 8) supportive activities and 9) monitoring and evaluation. To test for effectiveness the experimental one-group and pre-posttest method were used. The sampled group was a class of the first-year students enrolling in Science of Cookery Course at Rajamangala University of Technology Phra Nakhon. The findings suggested that the model was practical. Both the knowledge and self-directed learning post-test scores were higher than the pre-test scores. Moreover the students were highly satisfied with the model.

This research is aimed to study the English language learning styles of Liberal Arts students Rajamangala University of Technology Phra Nakhon. The target group of this study include 248 first-year students of Liberal Arts studying English II in the academic year 2012.The tools used for this research are the Perceptual Learning Style Preference Questionnaire (PLSPQ) (Reid 1987) and data analysis using SPSS for Windows program version 11.5. The statistics used include the percentage mean and standard deviation. It was found that the three main learning styles were: GLS- Group Learning Style (3.63); ALS- Audio Learning Style (3.54) and KLS- Kinesthetic Learning Style (3.45) respectively.

Online learning has been growing rapidly in recent years providing increased opportunities for tertiary institutes to reach out to learners who previously may have had limited access to a traditional university. Although students frequently use information technologies in their daily life online learning requires considerably more competencies than basic computer skills. Many students are unsuccessful in their learning without face-to-face contact and collaboration with lecturers and peers. They can feel isolated and doubt their ability to succeed in the online course. To increase online learner success support is needed especially to improve learner self-efficacy. Very few studies have focused on student self-efficacy in an online learning environment and especially those conducted in an authentic setting. Learner control is thought to facilitate students in online learning but the relationship between learner control and learner self-efficacy is still unclear. Therefore this study intends to examine this relationship using an embedded-correlational mixed method design to answer the research question what is the relationship between learner control and online learning self-efficacy? The quantitative approach was used to find the correlations among learner control online learning self-efficacy and related variables such as age gender prior online experience and computer skills. An online Learning Self-efficacy Scale (OLSES) was constructed and validated with an internal consistency of 0.895. Open-ended questions were added to the questionnaire to gain a greater level of insight of online learning experience in relation to self-efficacy and learner control. Seventy-five students in a four year teaching online programme at a New Zealand tertiary institute participated in the online survey. Data analyses revealed that the relationship between learner control and online learning self-efficacy was confirmed r = .526 p < .01. Age and gender had no effect on the relationship while prior online experience computer skills for social and academic purposes did. The multiple linear regression showed that learner control and computer skills for academic purpose are good predictors of online learning self-efficacy. Analyses of the qualitative data not only confirmed the quantitative findings but also provided insight into the nature of self-efficacy and importance of feedback in the online setting. As a result of this study the embedded framework for successful line learners (SUCCESS) was developed and is recommended as a set of guidelines for online learning developers.

This research focuses on development of Multimedia and Interactive System through Network for Learning of Opportunities School. This system used as a channel for students to learn outside the classroom and used as a teaching management tool for teacher. Tools for system development were program Microsoft Visual Studio. Database management system with MySQL. Write commands to work with PHP and Java scripts. For evaluating efficiency of the developed system this research used Sample group to answer questionnaires. The population of research is teachers and students of the Bankamwa school (Weboonratsamakee) in totals 97 people. The result of experiment shows that group is recognized the performance of system in the higher level and the system has efficiency of working.

This research aims to improve the learning performance of Thai architecture learning record. Study the learning of Thai architecture. And the attitudes of students from the learning program. Thai architecture sample interior architecture students in the second semester of an academic year of 2552 with 20 students at 15 weeks the students self-assess students with the knowledge of Thai architecture. The question is how to get 5 points. The acquired knowledge. The well received. The good is happening. Can occur. And suggestions. Analysis of quantitative data in percentage. Qualitative methods of synthesis. The results showed that Performance of the learning of Thai architecture. Accounted for 76.20 percent of the learning of Thai architecture. An average of 79.50 percent of the students and the learning of Thai architecture. A positive attitude. The attitude to the self to the friend attitude towards the teacher and attitude towards learning. Compliant with the learning curriculum of Bachelor of Architecture. The field of interior architecture completed in 5 areas: moral knowledge intellectual skills interpersonal skills and responsibilities numerical analysis skills and skills in communication and usage information technology.