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IEC2012_International_e-Learning_2012

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  • 1. 21st Century S tudent Outcomes & S upport S ystems The Partnership for 21st Century Skills : http://www.p21.org
  • 2. To develop e-Learning module for the Information andInnovation Management Course by using blended learningonline activities for graduate studentsTo examine the outcomes of students employing blendede-Learning activities in the Information and InnovationManagement CourseTo study students’ satisfaction on e-Learning teachingapproach by using blended e-Learning activities
  • 3. graduate students of Bangkok-Thonburi Population University, enrolled in the entire academic year of 2010 graduate students of Bangkok-ThonburiSample Group University, taking the Information and Innovation Management Course on Srisaket Campus in the academic year of 2010. The total recruited students were 90.
  • 4. e-Learning of the Information and InnovationIndependent Management Course Variables Blending e-Learning approachDependent Learning outcomes Five areas of satisfaction including content Variables and style, testing, visual aids and language, letters and colors, and lesson management
  • 5. Comprehensive Approach to Program Evaluation in Open and Distributed Learning
  • 6. 1. Analysis and DesignData were collected by means of lecturers’ and students’ participatory processor experimental study. The process began with content analysis, scope ofcontent design, determination of objectives, and writing script and flowchart.These processes were monitored on LMS. 2. Development of e-LearningAfter collaborative development of e-Learning, the researchers gave MOODLEe-Learning training program to students to enable them to studyindependently through e-Learning web: http:www.bkkthon.net.Students’ knowledge was also assessed using an achievement test. 3. ImplementationThe researchers combined lecturing with blended e-Learning, which includedexercises, homework, research and organizational analysis of informationmanagement. Students were assigned to do activities during all lecturesessions and exchange their ideas through e-Learning system.
  • 7. 4. Blended e-Learning Activities• Undergraduate students spent half or 50 percent of their regular-class time studying the Information and Innovation Management. They did 50 percent of activities and additionally research according to each lesson to share with their classmates. 5. Formative Evaluation• After students studied the content of the Information and Innovation Management in each session, they would need to take an achievement test. Then they had to complete exercises online. After finishing all exercises for all contents, students were required to take the same achievement test again.
  • 8. 6. Summative EvaluationBoth lecturers and students first co-assessed quality of e-Learning. Then aspecialist was invited to assess the developed e-Learning. The four assessmentcriteria were adopted from Department of Academic Affairs. 7. Innovation AdoptionLecturers and students co-summarized the process and procedure of e-Learning activity development, adopted as teaching techniques. They alsooffered ways to improve and develop more appropriately.
  • 9. e-Learning BKK-Thonburi
  • 10. Blended LearningActivities
  • 11. • The findings of blended learning for the Information and Innovation Management Course through e-Learning activities showed that the graduate students of Bangkok- Thonburi University could achieve in their learning at a high level (84.59 %).• Their learning outcome through e-Learning activities averaged 42.83 % and 41.76 % for their learning from a regular class.
  • 12. The overall satisfaction of the students with blendedlearning through e-Learning was at the highest level(X = 4.61).However, when considering each criterion, they were highlysatisfied with all of it: content and style of blended learningthrough e-Learning activities ( X = 4.62) testing ( X= 4.67) visual aids and language ( X = 4.58) letters and colors ( X = 4.56) lesson management ( X = 4.63)
  • 13. The blended e-Learning management is anappropriate approach to teach tertiary students.The reason is that they are experiential andmature enough to study independently withoutlearning face-to-face in the classroom alone.If lecturers manage to blended learning activitiesin a regular classroom with appropriation,students can likewise learn at an appropriatelevel, by themselves and at virtual time. Suchindependent learning characterizes graduatestudents who are not only learners but alsoacademics.
  • 14. Acknowledgem ent Dr.Warat Pluksakullanan Graduate Studentsat Srisaket,Kantaralukand Ubonrachatani BangkokThonburi University(Sisaket Campus)
  • 15. Asst.Prof.Dr. Prachyanun Nilsook prachyanunn@kmutnb.ac.thDr.panita wannapiroon panitaw@kmutnb.ac.th
  • 16. Asst.Prof.Dr. Prachyanun Nilsook prachyanunn@kmutnb.ac.thDr.panita wannapiroon panitaw@kmutnb.ac.th