Journal of New Horizon in Higher Education <p>The Professional and Organizational Development Network has been geminated from a working committee that was appointed by the Ministry of Universities more than 20 years ago to organize and plan for activities to enhance the quality of teaching and learning in higher education. The working committee had a wider vision for professional and organizational development that the Ministry suggested that we should be working as an association with a wider scope of work. So, the Association of Thailand Higher Education Professional and Organizational Development Network was established and has been working from 17 year ago, with support from the Ministry of Universities or now the Ministry of Higher Education, Science, Research and Innovation-MHESI until now. We organize annual conferences, throughout the year workshops on various topics needed for the higher education academic community. The network published many books to update our members on new paradigms in teaching and learning for 21st century. The Network is getting more committed members who contribute to our scope of work. However, we have not had our journal that will publish and update our members including our international colleagues in our career path as university professors.</p> <p>Starting from the first issue of our journal, New Horizon in Higher Education (January-June 2023), we hope that our international advisory board and our editorial board will get manuscripts from the international academic community sharing their research works, cases, or innovative ideas on policy and management. Learning from a wider community, we hope the journal will fulfill our commitment in enhancing higher education around the world.</p> <p> </p> <p>Journal of New Horizon in Higher Education invites manuscripts on a wide range of topics including:</p> <ul> <li>Higher education policy and curriculum development</li> <li>Lifelong learning</li> <li>Adult education</li> <li>Teaching and learning for 21st Century</li> <li>Pedagogic innovations</li> <li>Multicultural and intercultural distance education</li> <li>Technology enhanced learning</li> <li>Inclusive education (special education and indigenous education)</li> <li>Educational policy and leadership</li> <li>Educational Human Resources development</li> <li>Educational environment</li> <li>Business, Administration, and Management in EducationEconomics in Education</li> <li>Institutional accreditations and rankings</li> <li>International Education and Exchange programs</li> <li>Equity, social justice, and social change</li> <li>Organizational learning and change</li> <li>Professional development in all aspects</li> </ul> <p>Journal of New Horizon in Higher Education welcomes manuscripts, written in English, in the following categories:</p> <ul> <li>Research articles</li> <li>Academic articles</li> <li>Book reviews</li> </ul> <p> </p> <p><strong>Publication Frequency</strong></p> <p>Journal of New Horizon in Higher Education is published biannually: June and December</p> Thailand Professional Development Network en-US Journal of New Horizon in Higher Education Language MOOCs in China: The Perspectives of Teachers and Learners <p>Language Massive Online Open Courses (LMOOCs) have developed fast and attracted increasing research attention worldwide. However, little is known about the reasons that motivated instructors and learners to engage in LMOOCs and their perceptions of the features of good-quality LMOOCs in English as a foreign language (EFL) context. To address these gaps, this study used a questionnaire to elicit data from 51 instructors and 723 learners of LMOOCs in China. The results showed that many instructors and learners reported that their involvement in LMOOCs was largely related to departmental or university requirements. Many instructors endorsed intrinsic reasons such as keeping pace with the time and the new trend of teaching and providing learning resources to more people, while many learners admitted intrinsic reasons such as improving their English proficiency and acquiring more knowledge. This study identified three conspicuous aspects regarding the features of good-quality LMOOCs: instructors and course design, language assistance, and reinforcement and interaction activities. Implications for university administrators, designers, and instructors of LMOOCs are finally presented.</p> Jian-E Peng Copyright (c) 2023 Journal of New Horizon in Higher Education 2023-06-15 2023-06-15 1 1 1 18 AI and the Future of Higher Education <p>The integration of Artificial Intelligence (AI) in higher education has the potential to bring many benefits, such as personalization, automation of certain tasks, and improvement of student outcomes. However, the implementation of AI in higher education also poses a number of limitations and challenges, such as lack of transparency, bias, job displacement, lack of creativity, privacy and security, and lack of human interaction. Additionally, it is important to consider the ethical considerations and implications of AI integration in higher education. This paper explores the current state of AI integration in higher education, the potential benefits, limitations and challenges of AI integration in higher education, and the ethical considerations that must be taken into account when implementing AI systems in higher education. The paper also highlights the importance of responsible and ethical implementation of AI in higher education, ongoing evaluation and monitoring of the impact of AI on student outcomes and experiences, and the potential long-term implications of AI integration in higher education.</p> <p> </p> Wirote Aroonmanakun Copyright (c) 2023 Journal of New Horizon in Higher Education 2023-06-15 2023-06-15 1 1 19 37 Analyzing Student Learning Behavior in a Blended-Learning Environment in Thai Higher Education <p>The purpose of this study was to design a blended learning course. This course was implemented at a higher education institution in Thailand. The face-to-face part was designed to teach the knowledge and information literacy skills necessary for living in a digital world. The activities in the classroom comprised both individual and group works. The course content and materials were available in the online part. Activities in the online part emphasized students’ self-regulated strategies. Online log data were analyzed to understand student learning behaviors towards blended-learning mode. This study supports the notion that effective blended learning approach can help students to improve their self-regulated strategies.</p> <p style="font-weight: 400;"><strong> </strong></p> Thanita Lerdpornkulrat Copyright (c) 2023 Journal of New Horizon in Higher Education 2023-06-15 2023-06-15 1 1 38 46 Translanguaging in English for Specific Purposes Classrooms in the Chinese Context: Teachers’ and Students’ Perceptions <p>This article reports on a study examining teachers’ and students’ perceptions of pedagogical translanguaging in an EAP programme at an English-medium Chinese university. Twelve teachers and thirty-three students participated in this study and four types of data were collected; videotaping of class interactions, teacher interviews, stimulated-recall interviews with student and researcher’s field notes. Results reveal that teachers had mixed views about pedagogical translanguaging. A number of teachers could put positive beliefs about translanguaging into practice and their translanguaging strategies included scaffolding from students’ first language for construction and transmission of knowledge. Results also show that some students engaged in translanguaging both in class and out of class freely, but their perceptions of translanguaging appeared to be negative. This article concludes with a discussion of the challenge of pedagogical translanguaging in bilingual classrooms, pedagogical implications and directions for future research.</p> Yiqian Cao Wei Wei Copyright (c) 2023 Journal of New Horizon in Higher Education 2023-06-15 2023-06-15 1 1 54 72 Foresight in Higher Education: The US Perspective <p>The state of foresight in higher education in the US remains precarious. Only a few programs have been able to maintain a long-term presence in academia. The landscape is littered with programs that have been started and unable to survive very long. Indeed, a new graduate program is launching in the Fall. There are single courses scattered across the country, but overall the climate for small niche programs has been historically and currently very challenging in US higher education. A mini-case study of the University of Houston program is offered, as it is the longest-running and currently only dedicated graduate program in the US. Its ups-and-downs may be instructive for others considering the establishment of a foresight graduate program. </p> <p><em> </em></p> Andy Hines Copyright (c) 2023 Journal of New Horizon in Higher Education 2023-06-15 2023-06-15 1 1 47 53