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STUDENTS’ EXPERIENCE IN LEARNING BUSINESS STATISTICS ONLINE IN THAILAND PANNEE SUANPANG Doctor of Technology in Science DR...
<ul><li>PRESENTATION OUTLINE </li></ul><ul><li>Educational reform in Thailand </li></ul><ul><li>Research background </li><...
<ul><li>EDUCATIONAL REFORM </li></ul><ul><li>National Education Act (NEA) 1999 </li></ul><ul><ul><ul><li>Improving efficie...
ANYONE ANYWHERE ANYTIME <ul><li>BACKGROUND </li></ul><ul><li>Encourage development of effective and efficient course mater...
<ul><li>PROBLEMS OF STUDYING BUSINESS STATISTICS </li></ul><ul><li>Limited lecture time </li></ul><ul><li>Difficulties enc...
<ul><li>RESEARCH QUESTIONS </li></ul><ul><li>How do students experience learning Business Statistics course in both tradit...
RESEARCH FRAMEWORK Learning Effectiveness Model  (Garrison and Anderson 2003) ANYONE ANYWHERE ANYTIME e-Learning in Thailand
SYSTEM DEVELOPMENT LIFE CYCLE ANYONE ANYWHERE ANYTIME e-Learning in Thailand
CONTENT ANYONE ANYWHERE ANYTIME e-Learning in Thailand
COMMUNICATION ANYONE ANYWHERE ANYTIME e-Learning in Thailand
ONLINE COLLABORATIVE ANYONE ANYWHERE ANYTIME e-Learning in Thailand
STUDENT TOOLS ANYONE ANYWHERE ANYTIME e-Learning in Thailand
METHODOLOGY ANYONE ANYWHERE ANYTIME <ul><li>Participants  </li></ul><ul><li>Procedures </li></ul><ul><li>Instruments </li>...
PARTICIPANTS ANYONE ANYWHERE ANYTIME <ul><li>Online campus-based </li></ul><ul><ul><li>Group 1 (n=58) </li></ul></ul><ul><...
PROCEDURES ANYONE ANYWHERE ANYTIME Orientation Main research e-Learning in Thailand
INSTRUMENTS ANYONE ANYWHERE ANYTIME e-Learning in Thailand
<ul><li>METHODS OF DATA COLLECTION </li></ul><ul><li>Interviews (from both online and traditional) </li></ul><ul><ul><li>T...
<ul><li>CONTENT ANALYSIS </li></ul><ul><li>Cognitive presence </li></ul><ul><ul><ul><li>Students’ background and prior kno...
<ul><li>COGNITIVE PRESENCE </li></ul><ul><li>Required intensive course for Mathematics, general computer and  Internet ski...
<ul><li>SOCIAL PRESENCE </li></ul><ul><li>Online students had effective way of communication (asynchronous and synchronous...
<ul><li>TEACHING PRESENCE </li></ul><ul><li>Online were satisfied the course management strategies and role of teacher </l...
<ul><li>DISCUSSION </li></ul><ul><li>Technology had positive impact on the students’ motivation and assisted them get bett...
<ul><li>FUTHER RESEARCH </li></ul><ul><li>Learning outcomes (Suanpang & Petocz, 2003 a) </li></ul><ul><li>Instructional de...
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  • Good afternoon everybody. Welcome to the last session of the discuss the research paper ‘Student experience in learning business statistics online in Thailand. My name is Pannee Suanpang. I’m doing doctor of technology in Science or DTech at University of Technology, Sydney. I would like to apologize that my English is not so good because
  • This is the outline of the presentation for today. I will start from research background, following with state of the problems, introduction and brief description of an online course, methodology which including participants, procedures, instruments, method of data collecting and analysis, the results, discussion and finally the recommendation for the further research
  • First of all, I would like to give a little bit of project history background. In year 1999, the government released ‘National Education Act or NEA for higher education reform. The purpose of the reform is to improving efficiency and effectiveness of learning, encourage the philosophy of student-centred, problem-solving and analytical skills and finally, use information and communication technology, or ICT. With, those objective, therefore, the government also develop ICT master plan 2005 for support the expanding of educational opportunities. The plan have 2 majors objective for increase accessing to ICT with reasonable cost and quality. Secondly, integrate technological knowledge and information management to develop the ability to analysis, think creatively and solve problems and work in teams.
  • With the educational reform, therefore, E-learning or Online were introduce as the learning philosophy at Suan Dusit Rajabhat University or SDRU to development of effective and efficient course material for Internet delivery. This research project was conducted at Suan Dusit Rajabhat University, Bangkok, Thailand. The university has 17 campuses in Bangkok and 10 campuses around Thailand. There were more than 45,000 students which include distant learning. With the influence of advance technology such as ‘Internet’ has been play important rule in educational agenda around the world and become significant important for educational. Therefore, SDRU encourage to develop the effective and efficient course material for delivery through Internet. This research project is the pioneer project of developing and studying the effectiveness of using online course for delivery information. The aims of the project are to bring new technology to improve quality of learning. To increase educational opportunities of students in 27 campuses around Thailand to access into online course and virtual library and finally, enhance the concept of “Learning anywhere anytime under the same standard” and become “Cyber university” in the next few years.
  • Before this project has been developed, however, there were several subjects that consider to be first subject to teach online as the prototype. Finally, the research team choose “Business Statistics” subject. There were several reason why this subject were selected First, methods of teaching because of the limited lecture times only 3 hours per week for the normal study and only 12 hours per semester for the distance learning. Which insufficient for the students. Another problem encounter with learning by suing Video-conferencing system to teach this subject for the distance learning. Which one-way communication. There were lecture at the central campus and broadcasting to 27 campuses around Thailand. Because of it one-way communication, when students have questions or don’t understand the lesson therefore, they can’t get immediately feedback from the teacher. Especially, in statistics subject, students found that it was difficult to understand statistics concepts and unable to apply the concepts in the real world or daily life. That why, this subject have high failure rate in the past 5 years. Finally, student have negative attitude to learn this subject for example this subject is the top of list that ‘most student hate it’ and they have unsatisfactory experience of learning.
  • The purpose of this paper is to explore student’s experience in learning in an online Business Statistics course and examine the qualitative reflections that they provided throughout the course as a part of the course evaluation. The exploring of student experience focused on First, How do students experience learning Business statistics course in both traditional and online methods? Second, What are the learning and gain from the course Finally, what are they like and dislike and suggestions in the course?
  • This study was applied ‘Learning effectiveness Model’. I have a copy literature review to support this learning from the conference ‘The Power of E-learning’ at USA which I have attend last week. Please the copy from me when the presentation finished. Learning effectiveness have 3 major components including ‘Social presence, cognitive presence and teaching presence. In Cognitive presence were defined that the participants in any particular configurations of learning community are able to construct meaning through sustained communication. Teaching presence includes designing and meaningful learning sequence, providing subject matter expertise and facilitating active learning. Finally, the third element were social presence defined as the ability of learners to project themselves socially and emotionally in community of inquiry. With those three major components when student have interaction of each component, therefore, they will developed educational experience.
  • This online course was developed by apply the concept of ‘course development cycle’ which including planning, design the system which including 4 major component; contents which the most important component; communication and interaction between student to student and student to online instructor; group page for collaborative learning activities; and students tools for facilitate student. Course delivery by 2 phase, orientation phase and main research Finally, the evaluation of the course when finish the course
  • You might, wondering how the online course feature look like. This is the dump screen capture example of the course contents. All the contents was develop in Thai which including 2 major module of descriptive and inferential statistics.
  • Communication is also important of the online course. Communication tools including discussion board which students can reflect their ideas, e-mail, telephone and fax
  • Because of online learning can develop the sense of isolation. Therefore, this course design to have a group project. Students worked together in small group 3-5 students. The have to find the real case study and using inferential statistics to analysis the data. Online course supported students to work groups by have chat, group homepage, send e-mail, and share the files between group members.
  • This is the example of ‘Students Tool’ to facilities the online course including digital drop box, student homepage, personal information, calendar, check grade, system manual, task and electronic black board.
  • Research methodology including Participants, procedures, instruments, methods of data colleting and data analysis
  • There were 269 students participated in this research which classify into 6 group Group 1 and 2 online campus-based student which study at Jarunsanitwong campus Group 3 and 4 traditional campus based which also study at Jarunsanitwong campus Group 5 Traditional distance learning study at Central pinklo department store Finally group 6 online distance learning study at Nakorn nayok campus
  • There were 2 phase of the research study including Phase 1: orientation conducted in one week for introducing the online learning course by providing training and give the trail access into the course. This process ensure that students have ability to study online course. Phase 2: Main research conducted over 16 weeks of study.
  • As you can see in the picture of the minimum standard computer lab that the university had set up for student. More than 50% of the students don’t have computer at home. Therefore, the computer open for 24/7 for student to get into the course.
  • This study utilized a qualitative study design to collect data from several source including interview, student diaries, message from discussion board and open-end question.
  • To begin data analysis procedure, first the interview recordings were transcript. The message from the discussion board were download from Blackboard 5 program and imported into Microsoft Word. All of the data were in Thai and required the translation into English. There were 9 themes were classified for content analysis including Cognitive presence including ‘student background and prior knowledge, student’s perceptions of learning statistics context and reflective and higher-order thinking. Social presence include ‘communication in the learning environment, learning environment and collaborative learning. Finally, teaching presence include ‘course management and teaching technique, technology and role of teachers.
  • The result of cognitive presence show that The student required intensive course for Mathematics, general computer skill and English literacy skill. If student have a good background therefore, it is not difficult for them to study. Secondly, focus on student understand statistics concept found that student develop a higher cognitive to comprehended statistics context, ability to apply statistics ideas in their daily life, have ability to evaluating their own work and have high level of self-guidance of their independence learning. Finally, student achieved higher scores and certainly much better positive attitude and appreciation of the course.
  • In social presence found that Online students had effective way of communication both asynchronous and synchronous mode. Also 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.
  • Finally, ‘Teaching presence’ the result found that Online student were satisfied the course management strategies and role of teacher because it change from dictator becoming facilitator which responsible for providing feedback, guide learning direction and encouraging student to learning. Lastly, Online student gained advantages of flexibility of accessing to the course, which assisted learning process and learning activities more effective and flexibilty.
  • In the conclusion show that ‘Technology had positive impact on the student’s motivation and assisted them get better understanding and practice in their learning. The problem of accessing and speed of Internet in Thailand need to be improve because it quite slow and require more computer facilities to support student learning. Finally, The e-learning can become a powerful method for extending education in Thailand and other countries in South East Asia.
  • Because of the issue of effective learning also have to consider for another aspects which significant important including learning outcomes, instructional design, student attitude toward online business statistics, collaborative learning and finally how student learning can be improved by using online learning course.
  • Transcript of "Presentation"

    1. 1. STUDENTS’ EXPERIENCE IN LEARNING BUSINESS STATISTICS ONLINE IN THAILAND PANNEE SUANPANG Doctor of Technology in Science DR PETER PETOCZ Senior lecturer ANYONE ANYWHERE ANYTIME e-Learning in Thailand
    2. 2. <ul><li>PRESENTATION OUTLINE </li></ul><ul><li>Educational reform in Thailand </li></ul><ul><li>Research background </li></ul><ul><li>Statement of problems </li></ul><ul><li>Introduction to online course </li></ul><ul><li>Methodology </li></ul><ul><li>Results </li></ul><ul><li>Discussion </li></ul>ANYONE ANYWHERE ANYTIME e-Learning in Thailand
    3. 3. <ul><li>EDUCATIONAL REFORM </li></ul><ul><li>National Education Act (NEA) 1999 </li></ul><ul><ul><ul><li>Improving efficiency and effectiveness of learning </li></ul></ul></ul><ul><ul><ul><li>Student-Centred </li></ul></ul></ul><ul><ul><ul><li>Problem-Solving and analytical skills </li></ul></ul></ul><ul><ul><ul><li>Use Information and Communication Technology (ICT ) </li></ul></ul></ul><ul><li>ICT Education Master Plan 2005 </li></ul><ul><ul><ul><li>Every students will have access to ICT for learning at reasonable cost and adequate quality </li></ul></ul></ul><ul><ul><ul><li>Integrate technological knowledge and information management skills to develop the ability to analyze, think creatively, solve problems and work in teams </li></ul></ul></ul>ANYONE ANYWHERE ANYTIME e-Learning in Thailand e-Learning in Thailand
    4. 4. ANYONE ANYWHERE ANYTIME <ul><li>BACKGROUND </li></ul><ul><li>Encourage development of effective and efficient course material for Internet delivery </li></ul><ul><li>Improve quality of learning </li></ul><ul><li>Increase educational opportunities of students in 27 campuses to access to online course and virtual library </li></ul><ul><li>Promote philosophy of “ Learning anywhere anytime under the same standard ” and become “ Cyber University ” </li></ul>e-Learning in Thailand
    5. 5. <ul><li>PROBLEMS OF STUDYING BUSINESS STATISTICS </li></ul><ul><li>Limited lecture time </li></ul><ul><li>Difficulties encounter with learning with Video-conferencing system </li></ul><ul><li>Difficult to understand statistics concepts </li></ul><ul><li>Unable to apply the concepts to real world </li></ul><ul><li>High failure rates </li></ul><ul><li>Negative attitude toward learning </li></ul><ul><li>Unsatisfactory experience of learning </li></ul>ANYONE ANYWHERE ANYTIME e-Learning in Thailand
    6. 6. <ul><li>RESEARCH QUESTIONS </li></ul><ul><li>How do students experience learning Business Statistics course in both traditional and online methods? </li></ul><ul><li>What are the learning and gain from the course? </li></ul><ul><li>What are they like, dislike and suggestions in the course? </li></ul>ANYONE ANYWHERE ANYTIME e-Learning in Thailand
    7. 7. RESEARCH FRAMEWORK Learning Effectiveness Model (Garrison and Anderson 2003) ANYONE ANYWHERE ANYTIME e-Learning in Thailand
    8. 8. SYSTEM DEVELOPMENT LIFE CYCLE ANYONE ANYWHERE ANYTIME e-Learning in Thailand
    9. 9. CONTENT ANYONE ANYWHERE ANYTIME e-Learning in Thailand
    10. 10. COMMUNICATION ANYONE ANYWHERE ANYTIME e-Learning in Thailand
    11. 11. ONLINE COLLABORATIVE ANYONE ANYWHERE ANYTIME e-Learning in Thailand
    12. 12. STUDENT TOOLS ANYONE ANYWHERE ANYTIME e-Learning in Thailand
    13. 13. METHODOLOGY ANYONE ANYWHERE ANYTIME <ul><li>Participants </li></ul><ul><li>Procedures </li></ul><ul><li>Instruments </li></ul><ul><li>Data collection </li></ul><ul><li>Data analysis </li></ul>e-Learning in Thailand
    14. 14. PARTICIPANTS ANYONE ANYWHERE ANYTIME <ul><li>Online campus-based </li></ul><ul><ul><li>Group 1 (n=58) </li></ul></ul><ul><ul><li>Group 2 (n=48) </li></ul></ul><ul><li>Online distance </li></ul><ul><ul><li>Group 6 (n=5) </li></ul></ul><ul><li>Traditional campus-based </li></ul><ul><ul><li>Group 3 (n=52) </li></ul></ul><ul><ul><li>Group 4 (n=63) </li></ul></ul><ul><li>Traditional distance </li></ul><ul><ul><li>Group 4 (n=28) </li></ul></ul>e-Learning in Thailand
    15. 15. PROCEDURES ANYONE ANYWHERE ANYTIME Orientation Main research e-Learning in Thailand
    16. 16. INSTRUMENTS ANYONE ANYWHERE ANYTIME e-Learning in Thailand
    17. 17. <ul><li>METHODS OF DATA COLLECTION </li></ul><ul><li>Interviews (from both online and traditional) </li></ul><ul><ul><li>Top ten highest scores </li></ul></ul><ul><ul><li>Top ten lowest scores </li></ul></ul><ul><ul><li>2 Group interviews </li></ul></ul><ul><li>Students’ diaries </li></ul><ul><ul><li>4 online </li></ul></ul><ul><ul><li>2 traditional </li></ul></ul><ul><li>Messages from discussion board </li></ul><ul><li>Open-ended of semester evaluation </li></ul>ANYONE ANYWHERE ANYTIME e-Learning in Thailand
    18. 18. <ul><li>CONTENT ANALYSIS </li></ul><ul><li>Cognitive presence </li></ul><ul><ul><ul><li>Students’ background and prior knowledge </li></ul></ul></ul><ul><ul><ul><li>Students’ perceptions of learning statistical context </li></ul></ul></ul><ul><ul><ul><li>Reflective and higher-order thinking </li></ul></ul></ul><ul><li>Social Presence </li></ul><ul><ul><ul><li>Communication in the learning environment </li></ul></ul></ul><ul><ul><ul><li>Learning environment </li></ul></ul></ul><ul><ul><ul><li>Collaborative learning </li></ul></ul></ul><ul><li>Teaching Presence </li></ul><ul><ul><ul><li>Course management and teaching technique </li></ul></ul></ul><ul><ul><ul><li>Technology </li></ul></ul></ul><ul><ul><ul><li>Role of teachers </li></ul></ul></ul>ANYONE ANYWHERE ANYTIME e-Learning in Thailand
    19. 19. <ul><li>COGNITIVE PRESENCE </li></ul><ul><li>Required intensive course for Mathematics, general computer and Internet skill and English literacy </li></ul><ul><li>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 </li></ul><ul><li>Achieved higher scores and certainly much better positive attitude and appreciation of the course </li></ul>ANYONE ANYWHERE ANYTIME e-Learning in Thailand
    20. 20. <ul><li>SOCIAL PRESENCE </li></ul><ul><li>Online students had effective way of communication (asynchronous and synchronous) and have high level of interaction between their classmate and teacher </li></ul><ul><li>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 </li></ul>ANYONE ANYWHERE ANYTIME e-Learning in Thailand
    21. 21. <ul><li>TEACHING PRESENCE </li></ul><ul><li>Online were satisfied the course management strategies and role of teacher </li></ul><ul><li>Role of online teacher were changed from dictator becoming facilitator, which responsible for providing feedback, guide learning direction, and encouraging student to learn </li></ul><ul><li>Online student gained advantages of flexibility of accessing to the course, which assisted learning process and learning activities more effective and flexibility </li></ul>ANYONE ANYWHERE ANYTIME e-Learning in Thailand
    22. 22. <ul><li>DISCUSSION </li></ul><ul><li>Technology had positive impact on the students’ motivation and assisted them get better understanding and practice in their learning </li></ul><ul><li>The problems of accessing and speed of Internet, that needs to be improved. </li></ul><ul><li>The e-learning can become a powerful method for extending education in Thailand and other countries in South East Asia </li></ul>ANYONE ANYWHERE ANYTIME e-Learning in Thailand
    23. 23. <ul><li>FUTHER RESEARCH </li></ul><ul><li>Learning outcomes (Suanpang & Petocz, 2003 a) </li></ul><ul><li>Instructional design (Suanpang & Kalceff, 2003a) </li></ul><ul><li>Student attitude toward learning online business statistics (Suanpang, Petocz & Kalceff, 2003) </li></ul><ul><li>Collaborative online learning (Suanpang & Kalceff , 2003b) </li></ul><ul><li>How student learning can be improved by using online learning courses? </li></ul>ANYONE ANYWHERE ANYTIME e-Learning in Thailand
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