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Nagaletchimee Annamalai Sanit Noonin Setthapoom Buathong 《The Reference Librarian》2013,54(4):310-328
Despite wide recognition of MOOCs, little is known about the lecturers’ perception and what are their needs before encouraging them to integrate MOOCs in their pedagogical practices. To gain such an understanding, this study conducted in-depth interviews probing Thai lecturers’ perception and paying special attention to their needs in designing their MOOCs. Strengths and challenges in integrating MOOCs were highlighted. The study proposed that for MOOCs to exert power in Thai institutions, it might be necessary for Thai institutions to introduce systematic and effective workshops for lecturers to acquire the skills and confidence to design their MOOCs. 相似文献
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Nuttikarn Nokkaew Podsawee Mongkolpathumrat Ruttanapong Junsiri Supawit Jindaluang Nichagron Tualamun Niya Manphatthanakan Nareumon Saleesee Marisa Intasang Jantira Sanit Punyanuch Adulyaritthikul Kantapich Kongpol Sarawut Kumphune Nitirut Nernpermpisooth 《Indian journal of clinical biochemistry : IJCB》2021,36(2):228
Microvascular and macrovascular diseases are the main causes of morbidity in type 2 diabetes patients through chronic hyperglycaemic condition via oxidative stress and inflammation. Reactive oxygen species (ROS) activate p38 MAPK phosphorylation and inflammation which enhances protein modification by carbonylation. The use of metformin and a p38 MAPK inhibitor is hypothesised to reduce ROS production and inflammation but effects of metformin and p38 MAPK inhibitor (SB203580) on ROS production and inflammation in vascular type 2 diabetes mellitus non-obese (T2DM) have not been investigated. The Goto-Kakizaki rat T2DM model was divided into three groups as T2DM, T2DM treated with 15 mg/kg bw metformin and T2DM treated with 2 mg/kg bw SB203580 for 4 weeks. Rat aortas were isolated and protein carbonyl (PC) contents were measured by spectrophotometric DNPH assay. Aortic IL-1ß level was determined by ELISA. Results showed that aortic PC contents in the T2DM group were significantly higher than in non-diabetic rats. Treatment with metformin or SB203580 significantly reduced PC contents while only metformin significantly reduced IL-1ß levels. Findings indicated that metformin reduced ROS production and inflammation in diabetic vessels and possibly reduce vascular complications in non-obese T2DM. 相似文献
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This research investigates scaffolding approaches for supporting low-achieving learners in a problem-based learning environment. The study was conducted in a vocational school with 3 different approaches to scaffolding using 3 groups in addition to a control group. The area of focus was a learning module using computer spreadsheets. The results showed that there was a significant difference in outcomes among the 4 groups. The group that used a semicollaborative approach combined with worksheet performed significantly higher on posttests than the other group. This study illustrates the value of scaffolding for low achievers in problem-based learning environments and identifies the specific type of scaffolding that is most effective. 相似文献
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Tassanee Bunterm Jeremy Ng Lan Kong Sanit Srikoon Penporn Vangpoomyai Jareunkwan Rattanavongsa 《International Journal of Science Education》2013,35(12):1937-1959
Although the effects of open inquiry vs. more didactic approaches have been studied extensively, the effects of different types of inquiry have not received as much attention. We examined the effects of guided vs. structured inquiry on secondary students' learning of science. Students from three schools in north-eastern Thailand participated (N?=?239, Grades 7 and 10). Two classes in each school were randomly assigned to either the guided or the structured-inquiry condition. Students had a total of 14–15 hours of instructions in each condition. The dependent measures were science content knowledge, science process skills, scientific attitudes, and self-perceived stress. In comparison to the structured-inquiry condition, students in the guided-inquiry condition showed greater improvement in both science content knowledge and science process skills. For scientific attitudes and stress, students in one school benefited from guided inquiry much more than they did from structured inquiry. Findings were explained in terms of differences in the degree to which students engaged effortfully with the teaching material. 相似文献
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