Education 3.0 system to enhance twenty-first century skills for higher education learners in Thailand

ABSTRACT

This paper proposes an education 3.0 system called Mutual Learning Community (MLCOM) by combining the subsystems of the Virtual based Learning Classroom (VLC), Mobile based Learning Classroom (MLC), and Flipped Learning Classroom (FLC). In terms of originality, the findings lead to the key elements of the system architecture to develop MLCOM, which enhance twenty-first century skills for higher education learners in Thailand. The list of discovered elements for each subsystem indicates that a virtual smart classroom consists of (1) learning and innovation via a smart agent, Inno Ed Tools, (2) experience exchange via technological educational media, (3) access to learning resources various media in the virtual smart classroom, and (4) testing and evaluation of work submitted via the virtual smart classroom system. Smart classroom application consists of (1) presenting questions or problems, (2) identifying information for answering questions or problems, and (3) choosing media and information technology to research, as well as (4) evaluating information and sources critically, (5) connecting information and formulating a summary, and (6) presenting the project. A flipped classroom consists of (1) self-learning preparation, (2) various online media for diverse learners, (3) learning reflection and questioning, (4) in-class collaboration, (5) learning transition facility, and (6) learning evaluation. However, the construction of such a community was no implemented in this paper due to limited resources and the sheer enormity of scale required for the task.

KEYWORDS:

• Education 3.0
• virtual learning environment
• mobile learning
• flipped classroom

Acknowledgements

The authors would like to express our sincere appreciation to National Research Council of Thailand and Chulalongkorn University’s Fund and also this research is supported by Ratchadapisek Somphot Fund for Postdoctoral Fellowship, Chulalongkorn University. Our appreciation also extends to Educational Invention and Innovation research unit, all involved experts, instructors, and students for their advice, support, and collaboration in this research.

Disclosure statement

No potential conflict of interest was reported by the authors.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

The authors would like to express our sincere appreciation to National Research Council of Thailand and Chulalongkorn University’s Fund and also this research is supported by Rachadapisek Sompote Fund for Postdoctoral Fellowship, Chulalongkorn University.

Notes on contributors

Noawanit Songkram

Noawanit Songkram, PhD., (first author) is an Associate Professor in Department of Educational Technology and Communications, Faculty of Education, Chulalongkorn University in Thailand ([email protected]).

Suparoek Chootongchai

Suparoek Chootongchai, PhD., (corresponding author) is a Postdoctoral Researcher in Department of Educational Technology and Communications, Faculty of Education, Chulalongkorn University in Thailand ([email protected]).

Jintavee Khlaisang

Jintavee Khlaisang, PhD., (co-author) is an Associate Professor in Department of Educational Technology and Communications, Faculty of Education, Chulalongkorn University in Thailand ([email protected]).

Prakob Koraneekij

Prakob Koraneekij, PhD., (co-author) is an Associate Professor in Department of Educational Technology and Communications, Faculty of Education, Chulalongkorn University in Thailand ([email protected]).