Key success factors for transforming classrooms into learning communities in digital learning ecosystem at secondary schools in Thailand

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 (<i>x</i> =4.64, <i>x</i> =4.61, and <i>x</i> =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.

Digital Learning Ecosystem to Enhance Formative Assessment in Second Language Acquisition in Higher Education

“…The study carried out by Galora Moya and Salazar Tobar [36] agrees with this aspect, pointing out that success lies in the personalisation of learning. In this sense, the lecturers had to support and help the students to develop the core competences of a second language, such as reading, writing, and listening [47,48], as well as other competences such as digital competence, communication and collaboration skills, empathy, problem solving, creativity, or critical thinking, which are essential for their future profession as teachers [12][13][14]. These findings are consistent with previous studies, such as the research conducted by Xu et al [51], whose results show how the adoption of formative assessment improves knowledge acquisition while enhancing learners' ability to develop complex skills.…”

“…Accepting this definition and taking into account the previous research, these complex interactions between learners, learners and content, learners and interface, or learners and teachers [8], and the design of the DLE play a significant role in improving the teachinglearning process and the learning experience [2,8,9], in providing formative feedback [10,11], in helping learners develop 21st-century core skills [12][13][14], in transforming information into knowledge [15,16], or in promoting student engagement [2,8].…”

“…It is also important to highlight how the implementation of a well-designed DLE offers the possibility of quality [17], effective [13], and sustainable education [18] in the age of digital technology and artificial intelligence.…”