Factors Affecting the Innovation- Decision Process to Adopt Online Graduate Degree Program in Thailand (IEC2014) Siripen Pumahapinyo (1) Praweenya Suwannatthachote (2) (2) Assistant Professor from Department of Educational Technology and Communication, Chulalongkorn University, Bangkok, Thailand (1) Lecturer from Faculty of Humanities and Social Sciences, Phetchaburi Rajabhat University, Phetchaburi, Thailand

1.Abstract  This study aimed to investigate the factors affecting the innovation-decision process to adopt online graduate degree program in Thailand. The subjects were 11 graduate students who studied in the online graduate degree program, all teaching and learning activities were delivering via full course online. Research instruments were semi-structured interview form and questionnaire. Content analysis was used and quantitative data was analyzed by using frequency, percentage, arithmetic mean and standard deviation.

2.OBJECTIVE  To study the factors affecting the innovation- decision process to adopt Online Graduate Degree Program in Thailand  Annotation: Online Graduate Degree Program is the full coursed e-learning that use of electronic media and information and communication technologies (ICT) to delivery teaching and learning activities, students can study through online courses from the beginning until the end of the course and the curriculum must certified by the Office of the Higher Education Commission of Thailandelectronic media information and communication technologies

3. RESEARCH METHODOLOGY  3.1) Sampling  1) Graduate students are from full coursed online degree program in Thailand.  2) Graduate students are Thai in order to study the affecting factors in Thai context. (Therefore, there were eleven Graduate students from Master of Science in Management, Master of Science in Information and Communication Technology, and Master of Education in Teaching and Technology)

 3.2) Instrument  The research tools are consisted of:  (1) Semi-structured interviews  (2) The questionnaire of full coursed e-learning’s satisfaction

 3.3) Data analysis  This study is a documentary research, analyzes data by applying theories and relevant researches about decision processes of innovative e-learning adoption from interviews and questionnaires of students who studied in full course e- learning in master's degree level and 1 st and 2 nd year of doctoral degree students.

4. RESULT  4.1) General Information  4.1.1) Student graduate study is divided into 9 master degree students and 2 doctoral student  4.1.2) Data of using e-learning

(1) The places students use the Internet to access e-learning. According to the data, only 9% of students use the Internet in academic places. This indicated that learners in e-learning can access to e-learning in unlimited locations.

(2) Areas using internet to access e-learning According to the data, most students access e-learning in Bangkok and closer area. They do not use the Internet outside the capital city.

(3) Technology or tool using to access e-learning Notice : Notebook PC and Tablet& Smarthphone have Similar proportion According to the data, nature of the tools and equipment used as the medium of the Internet to access e-learning changes due to technological advances. Most learners can use portable devices and new technology such as tablet and smart phones.

4.2) Factors supports the innovation - decision process to adopt of full coursed e- Learning curriculum Factors supports the innovation - decision process to adopt of full coursed e- Learning curriculum 1) Public Relations 2) Course Quality 3) Learning support focusing on technical staff 4)Technology Supports 5) Ability to self-direct control 6) Ease of Use 7) Course Flexibility 8) Learners support focusing on learning material and media 9) Reliability of Measurement and Evaluation From in-depth interviews with the students showed that they decided to accept full coursed e-learning from many reasons such as: The findings are consistent with the following article. Jung, I. (2010). The dimensions of e-learning quality: from the learner’s perspective. Liao, Liu, Pi, and Chou (Liao, H.- L., Liu, S.-H., Pi, S.-M., & Chou, Y.-J. (2011). Factors Affecting Lifelong Learners’ Intention to Continue Using E-learning Website2011) Suwannatthachote, P. (2010). Learners Supports System in distance learning: Chulalongkorn University

1.Public Relations  Public Relations, the learners knew the information from multiple channels such as websites; brochures, exhibitions and some students were alumnus of the university so that they could receive direct information about the academic program.

2.Course Quality  Course Quality, the curriculum has certified by the Office of the Higher Education Commission of Thailand.

3.Learning support focusing on technical staff, and the instructor  Learning support focusing on technical staff, and the instructor are highly qualified. According to the subject, they have experience in teaching.

4.Technology Supports  Technology Supports are able to meet basic needs of learners that can learn anywhere at any time. Therefore students will be able to work while they are studying.

5.Ability to self-direct control  Most of the students enrolled in e-learning can be self-directed control with the help of both academic and technical staff through synchronize and asynchronize communication.  Staffs will be available for consultation within 24 hours after receiving notification from the learner and the monitoring of the instructor and System.

6. Ease of Use  Ease of use for students and teachers in each step. The Learning Management System (LMS) is not complexity and easy to use. They use effective software, especially of the university.

7. Course Flexibility  Appropriate to individual, group learning and case study. All students have opportunity to share their learning and opinion with colleagues both foreigners and Thai and also with the instructor.

8. Learners support focusing on learning material and media  It support learners as a media format of video based, digital documents for students to download in various forms such as file handouts (pdf) and audio (Mp3).

9. Reliability of Measurement and Evaluation  Evaluated based on the actual condition.

4.3) The satisfaction of full coursed e-learning (using the 5 levels of Likert technique. ) From the table can analyze that the students were satisfied with e-learning course that they are studying. They were strongly agreed in the course content and agreed with other factors such as instructor, the LMS system, interaction, Technology Support, The monitoring system and help, and the measurement and evaluation system.

5. Conclusion and discussion  Factors that support the innovation - decision process to adopt of fulled course e- learning curriculum of graduate students in higher education institutions, are consisted of  1) Public Relations  2) Course Quality  3) Learning support focusing on technical staff  4) Technological Supports  5) Ability to self-direct control  6) Ease of Use  7) Course Flexibility  8) Learner support focusing on learning material and media  9) Reliability of Measurement and Evaluation.

5. Conclusion and discussion  The developing of full course e-learning to achieve maximum performance should be taken the data from previous researches to improve the system.  The high quality of technical staff and academic staff and the easily of LMS usage, including continuous motivating throughout the course help reduce technology's limitations.  The further study should focus on the perspective of the university policy maker level to gain more understanding how to promote the online program in the Thai education context

THANK YOU  Siripen Pumahapinyo (1)  Lecturer at Faculty of Humanities and Social Sciences, Phetchaburi Rajabhat University, Phetchaburi, Thailand  ( 1  Praweenya Suwannatthachote (2)  Assistant Professor from Department of Educational Technology and Communication, Chulalongkorn University, Bangkok, Thailand  ( 2