Development ofWeb-based Training in Collaboration with Convenors of Pilot Colleges under the Office of Vocational Education Commission.
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Development ofWeb-based Training in Collaboration with Convenors of Pilot Colleges under the Office of Vocational Education Commission.



Prachyanun Nilsook and Panita Wannapiroon. (2012). ...

Prachyanun Nilsook and Panita Wannapiroon. (2012).
Development ofWeb-based Training in Collaboration with Convenors of Pilot Colleges under the Office of Vocational Education Commission. Educational Technology Letters. Volume 2, Number 2, December, 2012. ISSN 2163-4246. pp. 43-49.



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Development ofWeb-based Training in Collaboration with Convenors of Pilot Colleges under the Office of Vocational Education Commission. Development ofWeb-based Training in Collaboration with Convenors of Pilot Colleges under the Office of Vocational Education Commission. Presentation Transcript

  • ISSN 2163-4246 (Print) Volume 2, Number 2 December, 2012 Volume 2, Number 2, December, 2012 Educational Technology Letters ContentsEnhancing the Way of Children Learning Using Game-Based Techniques and VirtualWorld 1Amira Gaber and Nashwa AbdelbakiAn Interactive Virtual World-Based Education System for Kids 8 EducationalOmnia A. Naseef and Nashwa AbdelbakiUsing a Case-based Reasoning Approach for Knowledge Representation within Technology LettersCoPs of e-learning 15Lamia Berkani and Azeddine ChikhThe Effect of Integrated Weblog and Cooperation-Competition Learning Strategyinto Multimedia Course in College 22Hung-Yi Chang, Shang-Jiun Tsai, Chien Yu and Chun-Chieh YuThe Context for Software Manufacturing – A Case Study in eLearning Systems 29Sridhar Chimalakonda and Kesav V. NoriAn Undergraduate Collaborative Design Experience among Institutions inthe Americas 36J. Alejandro Betancur, Carlos Rodríguez and Iván EsparragozaDevelopment of Web-based Training in Collaboration with Convenors of PilotColleges under the Office of Vocational Education Commission 43Prachyanun Nilsook and Panita WannapiroonThe Extraction of Learners Ability in E-Learning Envirnoment UsingBayesian Network 50Nafiseh Saberi and Gholam Ali MontazerAn Effective E-Learning Platform for Computer Programming 56Rong-Qin Chen, Yong-Liang Hu, Ai-Dong Wang, Xian-Hai Guo and Jian-Jian YingA Tutored Approach Flashcard Based Digital Storytelling System 63Jumail, Dayang Rohaya Awang Rambli and Suziah SulaimanDevelopment Concepts for Practical Skill Programs and Curricula in Taiwan 72Chuan-Yuan Shin , Yi-Xian Lin and Kung-Huang LinScalable Web-based Learning Platform based on Matlab Web Server forCommunication Principles 82Jiaqing Huang, Hang Luo and Jing WangISSN:2163-4246
  • Educational Technology Letters, ISSN: 2163-4246 Volume 2, Number 2, December, 2012Development of Web-based Training in Collaboration with Convenors of Pilot Colleges under the Office of Vocational Education Commission Prachyanun Nilsook, Panita Wannapiroon King Mongkut’s University of Technology North, Bangkok, doi.10.5729/etl.vol2.issue2.43Keywords: Web-based training, Teamwork, Pilot colleges, The office of vocational educationcommission.Abstract. The present research entitled “Development of Web-based Training in Collaborationwith Convenors of Pilot Colleges under the Office of Vocational Education Commission” is bothresearch and development. The primary objectives are to: 1) develop a web-based training incollaboration with convenors from various colleges affiliated with the Office of VocationalEducation Commission, 2) evaluate the web-based training, and 3) examine the teamworkcapability of the pilot colleges. The target population is 404 lecturers of colleges affiliated with theOffice of Vocational Education Commission. The subjects are convenors of five of those collegesand they were voluntarily recruited to participate in this project. The recruitment involved selectionfrom the Committee appointed by the Office of Vocational Education Commission. The researchprocedure was ten-month long and it was divided into four stages. The first stage was to chooseteamwork and prepare for a developed training in use of LMS. The second was to prepare forcontent structures for the web-based training to promote its full potential. The third was to try andtest the developed web-based training. The fourth was to present the web-based training andspecialists then assessed it. Research tools consist of web-based training, assessment form ofcompetency in LMS, assessment form of web-based training, assessment of satisfaction with web-based training, assessment of web-based training application, and a web-based training manual.Frequency, percentage, means, standard deviation and dependent t-test were employed for dataanalysis. The research findings show that: 1) The teamwork can develop eight web-based training projects; 2) Assessment results of the web-based training projects by specialists are at good level; 3) Training factors that influence achievement in the developed web-based training are related to teamwork, knowledge, each team member’s competency, and participant recruitment procedure; and 4) Convenors who participate in the pilot colleges are significantly competent in LMS after the training at .01.1. IntroductionUse of the Internet for training is a technological innovation for future training. This kind of useappears to be more effective because it offers applications and is considered an important form ofdistance education. Clark [1] defines web-based training (WBT) as an individual pedagogy bymeans of providing public or private data through computer and displaying them on Web Pagesinstead of computer-based training. Data are kept in an installing place and can be accessed through 44
  • network system. As such, web-based training enables designers to both update training data quicklyand access to the data easily. Web-based use for training and web-based training differ in meaning. Teaching and learning inconnection with the Internet in Thailand remain an intensive course or workshop on how to use theInternet [2] , not for web-based training. Web-based training therefore means training through amedium of World Wide Web for data presentation and information search as well as discussionsand sharing opinions. The process of training is the same as training in a classroom. The onlydifference is both trainers and trainees; they learn through the Internet, which is connectedsystematically with selected application tools of a World Wide Web. [3], [4] The definition of teamwork is collaboration between members (at least two people) having thesame goals, making a plan together and feeling satisfied with work so that they can achieve in theirsharing goals. Teamwork is essential to enhance efficiency and achievement in administrationwithin an organisation [5]. Obvious characteristics of teamwork, which enhance efficiency, include the following: 1) eachindividual has social interactions; 2) everyone shares similar goals and objectives; 3) work is wellstructured as a team; and 4) members share roles and feelings. These characteristics obtain keycomponents as follows: work design, teamwork composition, resources and contexts influencingteamwork efficiency, and process which variably reflects training factors that affect teamwork. Teachers of vocational education affiliated with the Office of Vocational EducationCommission are skilful in information technology; hence, they have high potentials to adjust andimprove their teaching styles. However, they need to be trained regularly as to update their skillsand knowledge in accordance with human resources development regulatedby the Office of Vocational Education Commission [6]. Training sections have emerged then ineach institution. The aforementioned has led convenors from different colleges to form their teamwork andconduct a pilot project supported by the Office of Vocational Education Commission. The purposesare to develop and evaluate a web-based training by convenors that form their own teamwork, andexamine their competency in both working as a team and making training guidelines for otherinstitutions.2. ObjectivesThe primary objectives are to: 1) Develop a web-based training through working in teams as pilot colleges affiliated with the Office of Vocational Education Commission; 2) Evaluate the web-based training; and 3) Examine each teamwork competency.3. HypothesesThe present research has the following hypotheses: 1) Convenors affiliated with the Office of Vocational Education Commission joining the web- based training as teamwork can develop five web-based trainings; 2) Assessment results of each teamwork web-based training by specialists are at good level; and 3) Convenors who join the web-based training significantly are competent in LMS at .01 level after the training.4. Scope of study4.1 The target population and subjects 45 View slide
  • The target population is convenors of 404 colleges under the Office of Vocational EducationCommission. The subjects are convenors from five colleges under the Office of Vocational EducationCommission. They were voluntarily participated by means of selection from the Committedappointed by the Office of Vocational Education Commission.4.2 VariablesIndependent variables comprise convenors working as five teams and five web-based trainings. Dependent variables consist of ability to develop web-based training, ability to operate LMS,and quality of web-based training.4.3 Contents of web-based trainings for all vocational convenors throughout Thailanddeveloped by Bureau of Personnel Competency Development are below.4.3.1 Sakonnakhon Technical College on “Design by Computer (3d)” and “ProfessionalComputer (focus on 2007 Computer Crime Law)4.3.2 Bungphra Phitsanulok Commercial College: “Practicum in Computer Hardware Assembly”4.3.3 Chainat Technical College on “Thai Life Styles and Culture” and “Sufficient Economy”4.3.4 Chiangmai Vocational Education College on “Food Chemistry”, “Partnerships Accounting”and “Arrangement in Composition”4.3.5 Prachuabkirikhan Technical College on “Use of Adobe Captivate Program”4.3.6 Satun Technical College on “Scientific Process” and “Writing a Project Report”4.3.7 Phayao Agriculture and Technology College: “Raising Water Fish” and “Meat Products”5. Research procedureThe present study is considered research and development, which take ten months, and has thefollowing procedure:5.1 Team preparation5.1.1 The Research Committee has a meeting to determine a title and scope of study of web-based training in accordance with existing trainings run by Bureau of Personnel CompetencyDevelopment5.1.2 Recruitment information is sent out to all colleges participating in the pilot project. Eachcollege is required to list its teamwork including convenors’ names, educational and professionalbackgrounds, and collaborative published work. The teamwork of three to five members mustcomprise convenors of information technology, content, and web-based system management. It isnecessary to address topics they plan to develop collaboratively.5.1.3 The Research Committee and the Committee appointed by Bureau of PersonnelCompetency Development collaboratively select teamwork applicants. The selection criteria dependon the following: honored educational and professional backgrounds of convenors of each team; convenors’ teaching experiences and presentations; whether each team consists of specialists in information technology, content and web-based system management; teamwork of convenors will be supported to develop web- based training by theirexecutives; and colleges that teamwork are affiliated with are willing to participate in the pilot study.5.1.4 Both Committees check if each team is ready to work together by asking about therelationship between team members and their previous collaborative experiences. The Committeesalso ask their colleagues or supervisors for opinions.5.2 Teamwork competency development 46 View slide
  • 5.2.1 The Committees give information in detail to each teamwork in a formal meeting so thatthey understand the project objectives and scope of study and allocate responsibility for each teammember.5.2.2 The Committees install a learning management system on the network of Bureau ofPersonnel Competency Development mainly using Moodle Program for web-based trainingdevelopment.5.2.3 Convenors of the pilot project will be trained in how to design a training managementsystem in particular on teaching system design for adults and content analysis. The trainingsemphasise 1) content design, 2) content development, 3) application, and 4) assessment.5.2.4 Convenors of the pilot project will learn how to create a web-based training throughMoodle program, making a webpage, entitling a training, adding data resources, making activitieson web-based training and managing membership. Knowledge in teaching design will be integratedto create web-based training.5.2.5 Each convenor’s competency will be evaluated in particular on how he or she can operateMoodle’s LMS using LMS assessment form consisting of 35 items. If any of them has lowerstandard, he or she will need to take an extra course instructed by a specialist.5.3 Web-based training development is divided into four stages.Stage 1: Preparing for a team and training for development in use of LMS After preparation for a team, training in use of LMS to each team and successfully assessingteam members, training contents are set following instructional system design (ISD) outlinedbelow: 1.Analysis: the teamwork collaboratively brain- storms, outlines web contents, determines main,sub topics for each lesson plan, and creates scope of content by using Mind Manager Program. 2.Design: the teamwork design contents for training starting with content network that displaysa link and content levels, modules to show main topics of each lesson, and objectives for each maintopic as well as behavioural objectives for sub-topics. 3.Development: web-based training through content management and activities in Moodle’sLMS is developed in the areas of titles, training descriptions, training objectives, and trainingtopics. Additional content resources are also developed in particular on normal font page, webpage,files, website, label and directory. Additional activities for training include news boards,conversational topics, vocabulary, Wiki and pole. Additional activities for testing include pre-test,post-test, multiple-choice test, true-false test, matching test and open test. Special techniquesinvolve adding HTML blogs, scripts inserted in HTML mode, online video and word counts. 4.Implementation: all teamwork implements their developed web pages with convenorsaffiliated with the pilot colleges. The implementation is online practice and this allows teammembers to see if there is any problem with the web-based training they develop. They can thencorrect the occurring problem through observations and interviews with convenors who try to usethe web-based training. They can finally improve it to the level that can be used best Stage 2: Arranging content structures of web-based training and increasing potentials andcapacity of web-based training After the teamwork finish making content structures of their web-based training, team memberswho are in charge of website design are trained to enhance their potentials. The additional trainingwill enable them to create their web-based training more interesting and useful for applications.Procedure during this stage consists of two trainings. The first involves design training. They learnhow to create different animations by using Macromedia Flash Program, a graphic animation typeof media. The animations can be installed in the web-based training system as soon as they finish.The second regards making a test and an exercise using Adobe Captivate Program to createinteractive testing with trainees. Their work can be uploaded on their web-based training once theyfinish it. Stage 3: Implementing the developed web-based training 47
  • The teamwork implements their developed web-based training. This step allows them to garneropinions and recommendations from web users, revise their web-based training accordingly, andproduce a six-step maintenance and assessment manual. First, each teamwork gives guidelines totheir colleagues on how to use the web-based training developed earlier and then assess the levelsof their satisfaction. Second, all the teamwork presents the assessment results which include level ofsatisfaction and recommendations in the workshop. Third, each team produces a revised version ofinstruction manual. Fourth, the teamwork summarises advantages and disadvantages in working asa team and reports them to the Committees. Fifth, the Committees assess web-based training andprovide recommendations. Last, specialists and guest speakers from the same fields of web-basedtraining contents examine appropriateness and accuracy of the contents. Stage 4: Presenting web-based training to specialists for assessment and guarantee Convenors affiliated with the Office of Vocational Education Committee are offered to attend aweb-based training that is completely developed. The main purpose of this offer is to test andimprove its operation and the teamwork uses this additional testing and assessing as a means tocertify their web-based training from specialists. Procedure in this stage has three steps. First, theResearch Committees hold a conference on web-based training in these areas: web training, trainingmanual, application result, and training satisfaction. Second, the Research Committees invitespecialists and quest speakers to assess and examine accuracy of content based on objectives usingthe assessment of web-based training quality. Last, work that is successfully assessed with highquality will be considered web-based training for vocational educators and team members will becommended as teaching developers.5.4 Concluding the research projectAll teamwork concludes the following:5.4.1 Development results of their web-based training projects;5.4.2 assessment of quality of their web-based training projects;5.4.3 assessment of satisfaction of their web-based training projects;5.4.4 assessment of their web-based training application;5.4.5 assessment of competency in LMS; and5.4.6 assessment of competency in working as a team.6. Research procedureResearch tools comprise the following: b) web-based training; c) assessment form of competency in LMS with 35 questions; d) assessment form of web-based training quality with 24 questions; e) assessment form of satisfaction with web-based training; f) assessment form of web-based training applications; and g) a web-based training manual.7. Statistical treatment dataData analysis is interpreted through use of frequency, means, percentage, standard deviation anddependent t-test.8. Research findingsStage 1: Development results of web-based training by all teamwork All teamwork could develop eight web-based training projects, which were in accordance withthe set hypothesis as follows: Project 1: “Arrangement in Composition” by Chiangmai Vocational Education College 48
  • Project 2: “Practicum in Computer Hardware Assembly” by Bungphra Phitsanulok Commercial College Project 3: “Sufficient Economy” by Chainat Technical College Project 4: “Microsoft Excel 2007 Application” by Sakonnakhon Technical College Project 5: “Classroom-based Research” by Satun Technical College Project 6: “Writing a Research Report” by Satun Technical College Project 7: “Adobe Captivate Application” by Prachuabkirikhan Technology College Project 8: “Research Project Skills” by Payoa Agriculture and Technology College Stage 2: Quality assessment results of web-based training by all teamwork Sixteen specialists evaluated all teamwork’s web-based training projects by means ofassessment form of web-based training quality, consisting of 24 questions, 100 marks. All questionswere made up of four areas of assessment: content, instructional design, screen design andtechniques. Findings are shown in Table 1 below. Table 1. Quality assessment results of eight web-based training projects Quality Point x̄ S.D. Interpretation Content 3.82 0.09 very good Design in teaching/learning 2.93 0.17 pretty good Screen design 3.32 0.10 Good Techniques 3.72 0.25 very good Total 3.31 0.19 good Table 1 reveals results of web-based training projects developed by all the teamwork asfollows: 1. The level of the overall assessment is good (x̄ = 3.31, S.D. = 0.19), following the sethypothesis; 2. The assessment of the level of the content is very good (x̄ = 3.82, S.D. = 0.09), of thetechniques is very good (x̄ = 3.72, S.D. = 0.25), of the teaching and learning design ispretty good (x̄ = 2.93, S.D. = 0.17) and of screen design is good (x̄ = 3.32, S.D. = 0.10). Stage 3: Assessment of competency in LMS All team members’ competency in LMS was evaluated using the assessment form. The resultsare tabled be low. Table 2. Comparative Competency In LMS Before And After The Training LMS Competency LMS Competency n Full marks x̄ S.D. t P marks Pre-test 40 140 90.87 2.25 4.86 .00 Post-test 40 140 127.92 1.49 Table 2 demonstrates that convenors affiliated with the Office of Vocational EducationCommission are more competent in LMS after the training at a significant level of .01, which is inaccordance with the set hypothesis. Stage 4: Assessment of competency in working as a team Factors that affect achievement in web-based training development involve working as a team,knowledge, team members’ competency, and participant recruitment procedure.9. DiscussionThe overall quality level of web-based training projects developed by all convenors teamworkaffiliated with the Office of Vocational Education Commission is good. The reasons are that thedeveloped web-based training projects follow instructional system design: analysis, design,development, implementation and evaluation. Along with going through each step, the teamwork 49
  • members were required to revise their work in accordance with specialists’ recommendations.Members of the teams were allowed to best develop their potentials for their web-based trainingprojects[7]. These apparently meet significant characteristics of efficient teamwork: individuals’social interactions, shared objectives and goals, team structures, and collaborative roles and sharedfeelings. Teamwork components include work design, composition of teamwork, other resourcesand contexts influencing on teamwork, and process variably reflecting what has affected teamwork[8].10. Recommendations for future research10.1 The same web-based training should be offered to other different teamwork of convenorsaffiliated with the Office of Vocational Education Commission.10.2 There should be a research team as to follow up and evaluate the web-based trainingdeveloped by teamwork of the pilot colleges.11. AcknowledgementsFinancial support was provided by the Bureau of Personnel Competency Development under theoffice of Vocational Education Commission, Ministry of Education, Thailand.References[1] Clark, H. H. (1996). Communities, commonalities, and communication. In J. Gumperz and S. Levinson (Eds.), Rethinking linguistic relativity (pp. 324-355), Cambridge: Cambridge University Press.[2] Tanpipat, T. (2002), Design and development of web-based instruction, Bangkok: Aron Press.[3] Sukanda, R. (2003), A development of the participatory web-based training model based on a self-directed learning approach for business corporation staff, Dissertation for the Degree of Doctor of Philosophy Program in Educational Communications and Technology Department of Curriculum, Instruction, and Educational Technology, Faculty of Education, Chulalongkorn University.[4] Neatpisanvanit, V. (2001), The development of web-based training model with cased-based cooperative learning for the developing critical thinking for professional nurses, Dissertation for the Degree of Doctor of Philosophy Program in Educational Communications and Technology Department of Curriculum, Instruction, and Educational Technology, Faculty of Education, Chulalongkorn University.[5] Sasiwanit, S. (2010), Teamwork. available from:[6] Ministry of Education. (2006), Summary of ICT development (2006 Annual Budget), Bangkok: group of information technology plan, information and communication technology centre, the office of permanent secretary, Group of Technological Information Plan, Technological Information and Communication Centre, the Office of Ministry.[7] Driscoll, M. (2002), Web-based training: creating e-learning experiences, 2nd ed, San Francisco, CA : Jossey-Bass Pfeiffer.[8] Harold F. ONeil, Ray S. Perez edited. (2006), Web-based learning : theory, research, and practice, Mahwah, N.J. : Lawrence Erlbaum Associates. 50