其他摘要：This research aims to study current status of distance education system of the Higher Education institutions in Thailand, to developa distance education system for Thai Higher Education institutions in the next decade, and to evaluate the distance education system for Thai Higher Education institutions in the next decade. Samples who participated in this study can be divided into 2 groups. The first group consists of 285 participants; they were selected from administrative teams, instructors, and general officers who work for 3 Thai higher education institutions where distance education is offered. The second group consists of 17 participants selected from distance education specialists. Data collection instruments were survey questionnaires designed for officers from Thai higher education institutions where distance education is offered. Interviewing questions and survey questionnaires designed for distance education specialists based on the EDFR (Ethnographic Delphi Futures Research) technique. Quantitative data were analyzed using frequency, percentage, mean, standard deviation, median, and interquartile range. Qualitative data were analyzed using content analysis. Research findings are shown significant results. First, the officers who work for Thai higher education where distance education is offered implied that they had very positive and positive attitudes toward overall 9 items regarding distance education administrative and management status at present. The items can be ranked from the highest to the lowest score as follows: Ideology, Teaching method, Administration and management, Distance education evaluation and assessment, Distance education media and technology, Instructors, Distance education service, Learners, and Curriculum respectively. Second, the distance education system for Thai Higher Education institutions in the next decade which was developed consisted of 11 components, namely Ideology, Administrative and management, Curriculum, Instructors, Learners, Instruction, Distance education technology and media, Distance education support for learners, Distance education evaluation and assessment, Quality assurance, and Research on distance education. Third, in general, distance education specialists strongly agreed with such 11 components.
