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  • Dr. Pannee Suanpang Deputy director Office of Academic Resources Center and Information Technology e-Learning Project at Suan Dusit Rajabhat University Thailand
  • Presentation Outline
    • e-University at SDU
    • e-Learning at SDU
    • e-Learning research
      • Statement of problems
      • Introduction to online course
      • Methodology (Participants, Procedures, Instruments, Method of data collecting and analysis)
      • Results
      • Discussion
      • Further research
    • Success factors of e-learning at SDU
  • Education Reform
    • National Education Act (NEA) 1999
        • Improving efficiency and effectiveness of learning
        • Student-Centred
        • Problem-Solving and analytical skills
        • Use Information and Communication Technology
    • ICT Education Master Plan 2005
        • Every students will have access to ICT for learning at reasonable cost and adequate quality
        • Integrate technological knowledge and information management skills to develop the ability to analyze, think creatively, solve problems and work in teams
  • “ Learning anywhere, anytime under the same standard” President of SDU Asst Prof. Dr. Sirote Pholpuntin SDU e-University Initiative
    • e-University is a campuses-wide initiative of the Suan Dusit Rajabhat University (SDU) to transform key relationships and services, as well as academic, outreach and business process through the use of the Intranet, Internet and telecommunication technologies and practices.
    e-University at SDU
  • e-University at SDU
    • Student demography: on/off campus and integration of learning
    • Creating opportunities for students to access resources world wide.
    • The institutional development model
    • Divisibility and flexibility of the degree and modularization structure
    • Computer network management: internal and outsource
    • Assessment: examinations, peer and continuous
  • SDU e-University Model
  • e-Learning
    • e - learning (electronic learning) as a term covering a wide set of applications and processes, such as Web-based learning (WBI), virtual classrooms, and digital collaborations. It includes the delivery of content via the Intranet/Internet, audio-videotape, satellite broadcast, and other medias.
  • e-Learning at SDU
    • Easy to build common structures for information and learning sequences
    • Develop standard approach for mass content
    • Enables communication between teacher/student and student/student
    • Link to external sources of information
    • Provides familiar interface with Web browser
    • Convenience and flexibility, no need for class attendances
    • Immediately feedback
  • Research on e-Learning
    • Encourage development of effective and efficient course material for Internet delivery
    • Improve quality of learning
    • Increase educational opportunities of students in 27 campuses to access to online course and virtual library
    • Promote philosophy of “ Learning anywhere, anytime under the same standard ” and become “ Cyber University ”
  • Business statistics Online Course
    • Limited lecture time
    • Difficulties encountered with learning from Video-conferencing system
    • Difficult to understand statistics concepts
    • Unable to apply the concepts to real world and daily life
    • High failure rates
    • Negative attitude toward learning
    • Unsatisfactory experience of learning
  • Research framework Online Learning Learning Outcomes Attitude toward Learning Students’ experience of learning Instructional Design Collaborative Learning Learning activities Student characteristics
  • System Development Life Cycle
  • Online Course Content
  • Communications
  • Collaborations
  • Course Tools
  • Research methodology
    • Participants
    • Procedures
    • Instruments
    • Data collection
    • Data analysis
  • Participants
    • Online campus-based
      • Group 1 (n=58)
      • Group 2 (n=48)
    • Online distance
      • Group 6 (n=5)
    • Traditional campus-based
      • Group 3 (n=52)
      • Group 4 (n=63)
    • Traditional distance
      • Group 4 (n=28)
  • Procedure Orientation Main research
  • Instruments
  • Methods of data collection
    • Quantitative approach
      • Questionnaires
      • Grades
      • Previous teaching of teachers
    • Qualitative approach
      • Interviews, students’ diaries and messages from discussion boar d
  • Assessment   Traditional Online Campuses-based     Mid-term exam 50% 50% Final exam 30% 30% Homework 10% 10% Attendance 10% - Individual project - 5% Group project - 5% Total 100% 100%   Distance-learning     Assignment and homework 60% 60% Final exam 40% 40% Total 100% 100%
  • Methods of data analysis
    • Quantitative Method
      • Descriptive statistics
      • ANOVA
      • Regression analysis
    • Qualitative Method
      • Content analysis from interviews, students' diaries, and messages from discussion board
  • Content Analysis Element of Educational Experience applied from Garrison & Anderson 2003
  • Results Gender 70% female Age 90% 19-21 Highest education 75% High school Religion 99% Buddhist Family income 48% 10,000-20,000 (Bh/mth) Resident 55% other provinces Employment 80% Not employed Scholarship 5% Funded Satisfaction 98% would like to study online in future
  • Learning Outcomes
  • Learning Outcomes Regression Analysis
  • Attitude toward learning
  • Qualitative Result
    • Cognitive presence
        • Students’ background and prior knowledge
        • Students’ perceptions of learning statistical context
        • Reflective and higher-order thinking
    • Social Presence
        • Communication in the learning environment
        • Learning environment
        • Collaborative learning
    • Teaching Presence
        • Course management and teaching technique
        • Technology
        • Role of teachers
  • Qualitative Result
    • Cognitive presence
    • Required intensive course for Mathematics, general computer and Internet skill and English literacy
    • Developed a higher cognitive to comprehend statistics context, ability to apply statistical ideas in the their daily life, ability of evaluating their own work and level of self-guidance of their independence learning
    • Achieved higher scores and certainly much better positive attitude and appreciation of the course
  • Qualitative Result
    • Social Presence
    • Online students had effective way of communication (asynchronous and synchronous) and have high level of interaction between their classmate and teacher
    • Online collaborative learning offered the opportunities for students to share with others their thinking, interpretation, and reaction to the ideas that are being presented. Students differed in their approaches to this new learning environment where there are fewer social cues to shape participation, hence, the extent of interdependence and cooperation of each group varied
  • Qualitative Result
    • Teaching presence
    • Online were satisfied the course management strategies and role of teacher
    • Role of online teacher were changed from dictator becoming facilitator, which responsible for providing feedback, guide learning direction, and encouraging student to learn
    • Online student gained advantages of flexibility of accessing to the course, which assisted learning process and learning activities more effective and flexibility
  • Conclusion of the research
    • Online course can assist and support student learning
    • Improve quality of learning and teaching to be more effective
    • Increase students’ satisfaction
    • Increase educational opportunities for distant students
    • Support philosophy of ‘Student-Centred’ and ‘Learning anywhere, anytime under the same standard’
  • Further Research
    • Learning outcomes in other aspects such as grade (Suanpang & Petocz, 2003a)
    • Student attitudes towards learning in online business statistics (Suanpang, Petocz & Kalceff, 2004)
    • Learning experiences (Suanpang & Petocz, 2003b)
    • Instructional design (Suanpang, Petocz & Kalceff, 2003)
    • Teamwork Vs. Individual online learning (Suanpang, Petocz & Kalceff, 2004)
    • E-Learning in Thailand ( Suanpang & Petocz, 2004)
  • K.E.P.T.S Model for success of e-Learning at SDU
    • Knowledge
      • LMS
      • Link to external resources
    • Environment
      • Organizational culture and policy
    • People
      • Training skills, services minds and open minds
    • Technology
      • Scalability
      • Accessibility
    • System
      • Holistic approaches
  • K.E.P.T.S Model for success of e-Learning at SDU
    • Knowledge, Environment, Technology & People harmonize together
    • Change Management
      • Staff training
      • Appreciation of new skills and soft skill-management
      • Learning and managing standard
      • IT networks
      • A strong pedagogic rationale
    • Re-engineering of Work flow
  • Future of e-Learning at SDU