Creating Design Guideline; Online Platform to Encourage Lifelong Learning Among Thai Digital Natives


A National Scheme of Thailand Education for 2017-2039 according to the Office of the Education Council of Thailand, provides a framework to follow in the development of education. One of the important considerations is to support lifelong learning for Thais with high quality and standardization of education at all levels. One of the challenges for the educational problem in Thailand in the 21st century is how to encourage Thai digital natives (14-25-year-old) to utilize technology for self-access, out-of-class learning style. Therefore, the purpose of this study is to identify an appropriate design guideline for an online platform that promotes lifelong learning among Thai digital natives. The study methodology covers the analysis of literature reviews including best practices in design and related fields and responses from the distributed questionnaire surveys, which leads to the creation of an appropriate design guideline for an online platform. As a result, the guideline addresses four important elements; 1) Responsive design, 2) Multiple Social Media, 3) Infographic and/or Infotainment, and 4) Modern and/or Up-to-Date Design. The identified design guideline can be applied creatively by designers and/or educators in a varied outside-classroom online learning resources, such as, online museums, art galleries, local communities, and other areas with different learning environments. Moreover, the design guideline is considered to enhance lifelong learning that motivates achievement in learning experiences among Thai digital natives.

Author Information
Sirada Vaiyavatjamai, Rangsit University, Thailand

Paper Information
Conference: ACE2022
Stream: Adult

This paper is part of the ACE2022 Conference Proceedings (View)
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To cite this article:
Vaiyavatjamai S. (2023) Creating Design Guideline; Online Platform to Encourage Lifelong Learning Among Thai Digital Natives ISSN: 2186-5892 The Asian Conference on Education 2022: Official Conference Proceedings
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Posted by James Alexander Gordon