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Ph.D. Defense: October 10, 2013

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Ph.D. Defense: October 10, 2013

Ph.D. IT Program,
ISIS, Sripatum University, Bangkok, Thailand

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  • 1. a Ph.D. Defense Candidate: Vorasuang Duangchinda 49560190 | October 10, 2013Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand
  • 2. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #2 Thesis title การพัฒนาเกณฑประเมินวุฒิภาวะอีเลิรนนิงในประเทศไทย ตามหลักการพัฒนา เกณฑประเมินวุฒิภาวะอีเลิรนนิงในประเทศไทย ตามหลักวิธีนําสงสื่อ การเรียนการสอนเชิงบูรณาการ ดวยคุณสมบัติของการเคลื่อนที่ EN TH Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand Keywords: e-Learning, Delivery Method, Integrative Method, e-Learning Maturity Model, Mobility
  • 3. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #3 Advisory Team & the Candidate Principle advisor • Assistant Professor Dr. Surasak Mungsing Co-advisors • Dr. Kittima Mekhabunchakij • Professor Dr. Kim YoungHwan Candidate • Mr. Vorasuang Duangchinda
  • 4. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #4 Proposal Examination Examiners • Assistant Professor Dr. Surasak Mungsing • Dr. Kittima Mekhabunchakij • Dr. Sasiporn Usanavasin • Assistant Professor Dr. Thapanee Thametar • Assistant Professor Dr. Anuchai Theeraroungchaisri • Professor Dr. Kim YoungHwan When? • Monday September 13, 2010 • 09.30-12.00 • Building 1, room 1-401 Sripatum University, Bangkok, Thailand
  • 5. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #5 Defense Examination Examiners • Assistant Professor Dr. Thepparit Banditwattanawong • Assistant Professor Dr. Surasak Mangsing • Associate Professor. Dr. Boonlert Wajatrakul • Assistant Professor Dr. Thapanee Thametar • Assistant Professor Dr. Anuchai Theeraroungchaisri Co-Advisors • Dr. Kittima Mekhabunchakij • Professor Dr. Kim YoungHwan When? • Thursday October 10, 2013 • 13.00-15.00 • Building 11, room 1201 Sripatum University, Bangkok, Thailand • Video Conferencing via Google Hangout
  • 6. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #6 Contents 1. Introduction 1.1 Terminology 1.2 Research Background 1.3 Research Objectives 1.4 Research Significance 1.5 Research Framework 1.6 Research Questions 1.7 Research Scope 2. Literature Review 2.1 Starting Point 2.2 eMM 2.3 IDM 2.4 Mobility 3. Research Methodology 3.1 Research Framework 3.2 Research Design 3.3 Research Steps 3.4 Research Tools 4. Findings & Discussion 4.1 Step 1: Thesis title 4.2 Step 2: Confirm the eMM 4.3 Step 3: Confirm the IDM 4.4 Step 4: Confirm the IDM with Mobility 4.5 Step 5: Integration with the eMM 5. Conclusion 5.1 Research Summary 5.2 Recommendation 5.3 Publications and Presentations
  • 7. I. Introduction Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand
  • 8. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #8 1.1 Terminology (1/3) eMM: e-Learning Maturity Model A quality improvement framework based on the ideas of the Capability Maturity Model (CMM) and Software Process Improvement and Capability dEtermination (SPICE) methodologies. Marshall, S., Mitchell, G., and Beames, S. (2007). Benchmarking for quality improvement: The e-Learning maturity model. Poster in Proceedings at ASCILITE Singapore 2007. Marshall, S., and Mitchell, G., (2006), “Assessing sector e-learning capability with an e-learning maturity model”, Proceedings of the Association for Learning Technologies Conference, 2006, Edinburgh, UK. Marshall, S., (2005), “Determination of New Zealand tertiary institution e-learning capability: an application of an e-learning maturity model: report on the e- learning maturity model evaluation of the New Zealand tertiary sector”, report to the New Zealand Ministry of Education, Available online at: http://www.utdc.vuw.ac.nz/research/emm/documents/SectorReport.pdf Last accessed: August 19, 2010 Marshall, S., and Mitchell, G. (2004). Applying SPICE to e-Learning: An e-Learning Maturity Model? In Proceedings of the Sixth Australasian Computing Education Conference (ACE2004), Dunedin. Conferences in Research and Practice in Information Technology, Vol. 30. R. Lister and A. Young, Eds. pp: 185-191.
  • 9. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #9 1.1 Terminology (2/3) Integrative Delivery Methodology One of four Program Delivery Methods in Extension Education. Integrative Method gives opportunities for learners to discuss, clarify, or to gain better understanding of the study content, and therefore effective learning can take place. Duangchinda. V., Kim. Y.H., and Mekhabunchakij. K., (2010) "Mobility and e-Learning Delivery Methods: Through the Perspectives of Thailand Cyber University Project (TCU)", Asia-Pacific Cybereducation Journal, vol. 6., no. 1 (2010), pp. 30-49. Also available online at: http://acecjournal.org/2009/Journal_Data/Vol6No1/6-1-3.pdf Richardson, J. G., Jenkins, D. M., and Crickenberger R. G., (1994), “Program Delivery Methods in Extension Education”, North Carolina Cooperative Extension Service, Available online at: http://www.ces.ncsu.edu/resources/education/sd6/ Last accessed: February 14, 2010
  • 10. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #10 1.1 Terminology (3/3) Mobility Using portable computing devices (such as laptops, tablet PCs, PDAs, and smart phones) with wireless networks enables mobility and mobile learning, allowing teaching and learning to extend to spaces beyond the traditional classroom. Within the classroom, mobile learning gives instructors and learners increased flexibility and new opportunities for interaction. Mobile technologies support learning experiences that are collaborative, accessible, and integrated with the world beyond the classroom. Educause: M-Learning and Mobility (2013), Available online at: http://www.educause.edu/eli/programs/learning-technologies, Last accessed: February 14, 2010
  • 11. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #11 1.2 Research Background • Current education needs to improve, e-Learning may be possible solution. • Credible Benchmarking for e-Learning needs to be addressed. • Mobility plays more important role for e-Learning than before. • Credible Benchmarking for e-Learning needs to be addressed with characteristics of Mobility.
  • 12. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #12 1.3 Research Objectives (1/3) General Objective [GO] To Assess Integrative Delivery Methodology based on Mobility towards eMM for Education in Thailand
  • 13. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #13 1.3 Research Objectives (2/3) Sub Objectives [SO 1] To study comprehensively about Integrative Delivery Methodology [SO 2] To assess which mode(s) of Integrative Delivery Methodology can be significantly improved with Mobility
  • 14. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #14 1.3 Research Objectives (3/3) Sub Objectives [SO 3] To apply the findings of [SO 2] to the Delivery Dimension of the e-Learning Maturity Model (eMM), across five processes [SO 4] To propose a set of criteria for measuring Mobility in the Delivery Dimension of the eMM Framework
  • 15. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #15 1.4 Research Significance (1/2) Educational institutions in Thailand can have reference criteria to measure Mobility of their e-Learning within Delivery Dimension of eMM, and have a reference set of the modes of Integrative Delivery Methodology with Mobility for successful implementation of their e-Learning.
  • 16. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #16 1.4 Research Significance (2/2) For the very first time, educational institutions in Thailand will be able to see where they stand in the eMM if they want or have deployed e-Learning or m-Learning. Although eMM does have a comprehensive checklist for e-Learning, but the checklist does not take Mobility into account.
  • 17. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #17 Five Processes • Learning • Development • Support • Evaluation • Organization 1.5 Research Framework Mobility Modes of Integrative Delivery Methodology Extraction of Keys to measure eMM Delivery Dimension based on Modes of Integrative Methodology •Delivery •Planning •Definition •Management •Optimization Five Dimensions 4 4 3 2 2 1 4 4 3 0 4 2 1 0 0 4 3 2 2 1 4 4 3 0 0 Marshall, Mitchell, and Beames,(2007), Marshall and Mitchell, (2006), Marshall, (2005), and Marshall and Mitchell (2004). Duangchinda, Kim, and Mekhabunchakij, (2010) Richardson, Jenkins, and Crickenberger, (1994) Ehlers and Pawlowski (2006), Fraser (2005), [ 36 ] Weiser (1995), and Bhattacharya, I., and Sharma, K., (2007), "India in the knowledge economy – an electronic paradigm", International Journal of Educational Management, Vol. 21, No. 6, pp. 43-568 SO2 SO1 SO3 – SO4
  • 18. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #18 1.6 Research Questions 1. What modes of Integrative Delivery Methodology is suitable for Mobility in Thai Education? 2. Which criteria of the Delivery Process of the e-Learning Maturity Model (eMM) can be measured to accommodate the Modes of Integrative Delivery Methodology?
  • 19. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #19 1.7 Research Scope (1/2) • To study Education Mobility suitable in Thailand context • Within Delivery Dimension of the e-Learning Maturity Model (eMM)
  • 20. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #20 1.7 Research Scope (2/2) การพัฒนาเกณฑประเมินวุฒิภาวะอีเลิรนนิงในประเทศไทย ตามหลักการพัฒนา เกณฑประเมินวุฒิภาวะอีเลิรนนิงในประเทศไทย ตามหลักวิธีนําสงสื่อ การเรียนการสอนเชิงบูรณาการ ดวยคุณสมบัติของการเคลื่อนที่ EN TH Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand Keywords: e-Learning, Delivery Method, Integrative Method, e-Learning Maturity Model, Mobility
  • 21. II. Literature Review Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand
  • 22. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #22 2.1 Starting Point e-Learning Maturity Model (eMM) Integrative Delivery Methodology Mobility e-Learning Benchmarking Model? Delivery Methodology? Technology?
  • 23. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #23 2.2 e-Learning Maturity Model (eMM) Global Quality Assurances Model for Management and Products/Services The International Organization for Standardization (ISO) Model International Standards for Benchmarking Education ELTI, eMM, MIT90s, OBHE/ACU, Pick&Mix eMMDelivery Dimension e-Learning Benchmarking Model?
  • 24. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #24 e-Learning Benchmarking Model? 2.2 eMM Example of Reference Process Model derived from the ISO quality standard ISO/IEC 19796-1 ISO standards related to e-Learning as governed by ISO/IEC JTC1 (a joint committee of ISO and IEC), an e-learning standardization body (Devedzic, 2007).
  • 25. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #25 e-Learning Benchmarking Model? 2.2 eMM
  • 26. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #26 e-Learning Benchmarking Model? e-Learning Maturity Model (eMM) • The eMM identified the importance of planned intentionality in relation to e-learning and reinforced the need for an institution- wide approach, involving availability of support as well as assessment and recognition of developing skills in e-learning. • eMM reflects on the ways in which both personal and institutional factors are seen to influence experiences and engagement in e-learning Professional Development. Juliana, M., Gordon, S., Duncan, O., and Amanda, G., (2009), "Professional development: assuring quality in e-learning policy and practice", Quality Assurance in Education, vol. 17, iss. 3, 2009, pp/ 233-249. 2.2 eMM
  • 27. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #27 e-Learning Benchmarking Model? The answer to large-scale reform is not to try to emulate the characteristics of the minority who are getting somewhere under present conditions … Rather, we must change existing conditions so that it is normal and possible for a majority of people to move forward Fullan, 2001, page 268 | as in Marshall, Mitchell, and Beames, 2007 2.2 eMM
  • 28. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #28 e-Learning Benchmarking Model? e-Learning Maturity Model: The Five Processes 2.2 eMM
  • 29. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #29 e-Learning Benchmarking Model? e-Learning Maturity Model: Processes 1 2.2 eMM
  • 30. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #30 e-Learning Benchmarking Model? e-Learning Maturity Model: Processes 2 2.2 eMM
  • 31. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #31 e-Learning Benchmarking Model? e-Learning Maturity Model: Processes 3 2.2 eMM
  • 32. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #32 e-Learning Benchmarking Model? e-Learning Maturity Model: Processes 4 2.2 eMM
  • 33. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #33 e-Learning Benchmarking Model? e-Learning Maturity Model: Processes 5 2.2 eMM
  • 34. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #34 e-Learning Benchmarking Model? e-Learning Maturity Model: The Five Dimensions 2.2 eMM
  • 35. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #35 e-Learning Benchmarking Model? e-Learning Maturity Model: Process & Dimensions? From: Marshall, Stephen. Journal of Distance Education, 2010, Vol. 24 Issue 1, p143-165, 23p 2.2 eMM
  • 36. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #36 e-Learning Benchmarking Model? The Five Dimensions of eMM Dimension 1: Delivery • Concerned with the creation and delivery of process outcomes. • The extent to which the process is seen to operate within the institution. It is important to emphasize that institutions can have extremely effective processes operating within this dimension, but in the absence of capability in other dimensions there is risk of failure or unsustainable delivery and wasting resources through needless duplication. 2.2 eMM
  • 37. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #37 e-Learning Benchmarking Model? The Five Dimensions of eMM Dimension 2: Planning • Assesses the use of predefined objectives and plans in conducting the work of the process. • The use of predefined plans potentially makes process outcomes more able to be managed effectively and reproduced if successful. 2.2 eMM
  • 38. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #38 e-Learning Benchmarking Model? The Five Dimensions of eMM Dimension 3: Definition • Covers the use of institutionally defined and documented standards, guidelines, templates and policies during the process implementation. An institution operating effectively within this dimension has clearly defined how a given process should be performed. This does not mean that the staff of the institution follows this guidance. 2.2 eMM
  • 39. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #39 e-Learning Benchmarking Model? The Five Dimensions of eMM Dimension 4: Management • Concerned with how the institution manages the process implementation and ensures the quality of the outcomes. • Capability within this dimension reflects the extent of measurement and control of the outcomes and the way in which the practices of the process are performed by the staff of the institution. 2.2 eMM
  • 40. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #40 e-Learning Benchmarking Model? The Five Dimensions of eMM Dimension 5: Optimization • Captures the extent an institution is using formal approaches to improve capability measured within the other dimensions of this process. Capability of this dimension reflects a culture of continuous improvement. 2.2 eMM
  • 41. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #41 e-Learning Benchmarking Model? Example of Practical use: 2.2 eMM
  • 42. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #42 Five Processes • Learning • Development • Support • Evaluation • Organization •Delivery •Planning •Definition •Management •Optimization Five Dimensions 4 4 3 2 2 1 4 4 3 0 4 2 1 0 0 4 3 2 2 1 4 4 3 0 0 Marshall, Mitchell, and Beames,(2007), [ 16 ] Marshall and Mitchell, (2006), [ 17 ] Marshall, (2005), and [ 18 ] Marshall and Mitchell (2004). e-Learning Benchmarking Model? eMM Representation: 2.2 eMM eMM – Five Dimensions Leading to Process Capability (Marshall, Mitchell, and Beams, 2007)
  • 43. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #432.2 eMM eMM – Five Processes with Five Dimensions and How Scoring can be applied (Marshall, Mitchell, and Beams, 2007), and Tawsopar and Mekhabunchakij (2009) eMM Utilization 3D Graphical Interface Application of eMM in 3D Approach Tawsopar and Mekhabunchakij (2009)
  • 44. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #44 As mentioned in Petch, Jim; Calverley, Gayle; Dexter, Hilary; Cappelli, Tim. Electronic Journal ofe-Learning, 2007, Vol. 5 Issue 1, p49-58, 2.2 eMM
  • 45. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #45 e-Learning Benchmarking Model? Related works Embedding Learning Technologies Institutionally (ELTI) MIT90s Mistry, V., (2008), "Benchmarking e-learning: trialling the “MIT90s” framework", Benchmarking: An International Journal, vol. 15, iss. 3, 2008, pp. 326-340. Observatory for Borderless Higher Education (2007)/Association of Commonwealth Universities (OBHE/ACU) Pick&Mix Rooted on a systematic review of other approaches to benchmarking e- learning and looks for commonalities of approach while also making a fresh start. Devised a collaborative benchmarking methodology which promotes the development of shared good practice statement Designed to provide a framework for understanding the effect of evolutionary and revolutionary change through the development of the use of technology in educational organizations leading to a range of increasing potential benefits. Designed to inform the process of embedding e-learning technologies, and assist in developing organizational structures, cultures and expertise by encouraging cross boundary collaborations and groupings 2.2 eMM
  • 46. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #46 2.3 Delivery Methodology? Integrative Methodology • Is one of the three delivery methods in Extension Education, as defined by the North Carolina Cooperative Extension Service (Richardson, Jenkins, & Crickenberger, 1994). • The method is comprehensive and has been tested in several studies including Adeoye, Adenle, & Adeyemo (2008), and Crocoll (2001). Adeoye, B. F., Adenle, S. O., and Adeyemo, S. A., (2008), "Framework for Choosing Teaching and Learning Delivery Methods in Nigerian Universities", European Journal of Scientific Research, Vol.20 No.1 (2008), pp.134-140. Crocoll, C. E. (2001), “Inspiring Volunteer Development: A Resource Book for Training Senior Volunteers in Intergenerational Programs”, National Service Fellow, Corporation for National Service, National Service Fellowship Program, USA.
  • 47. Duangchinda. V., Kim. Y.H., and Mekhabunchakij. K., (2010) "Mobility and e-Learning Delivery Methods: Through the Perspectives of Thailand Cyber University Project (TCU)", Asia-Pacific Cybereducation Journal, vol. 6., no. 1 (2010), pp. 30- 49. Also available online at: http://acecjournal.org/2009/Journal_Data/Vol6No1/6-1-3.pdf 22 Modes as in the Integrative Methodology 2.3 IDM
  • 48. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #48 Delivery Methodology? Delivery modes should be variety, each learners do have different characteristics Halawi, L., Pires, S., & McCarthy, R.. (2009). An Evaluation of E-Learning on the Basis of Bloom's Taxonomy: An Exploratory Study. Journal of Education for Business, 84(6), 374-380. 2.3 IDM
  • 49. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #49 2.3 Program Delivery Methods (1/4) (Richardson,Jenkins, and Crickenberger, 1994) 1. Integrative Methods • Refers to one of Program Delivery Methods in Extension Education. • Program delivery methods that provide the learner opportunities to discuss, clarify, or otherwise gain greater understanding of new information can be classified as integrative methods. • These methods generally provide opportunities for learners to merge new information with their existing knowledge. 2.3 IDM
  • 50. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #50 2. Experiential Methods • Audio cassette, Video cassette, • Interactive video, Audio compact disk, • Video compact disk, Method demonstration, • Result demonstration, On- farm • test, Tour, Field day, Workshop, • Analysis of data or results, Game, Skit, • Networking, Role play, and Case study 2.3 Program Delivery Methods (2/4) (Richardson,Jenkins, and Crickenberger, 1994) 2.3 IDM
  • 51. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #51 3. Reinforcement Methods • Fact sheet, Notebook, Leaflet or flier, • Pamphlet or booklet, Magazine article, • Journal article, Poster, Book, Fax message, • and Computer software, • Newsletter, Letter, Home study kit 2.3 Program Delivery Methods (3/4) (Richardson,Jenkins, and Crickenberger, 1994) 2.3 IDM
  • 52. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #52 4. Others • Broadcast television, • Cable television, Radio, • Newspaper, Movie (film), Film strip, • Slide-tape presentation, Photograph, 2.3 Program Delivery Methods (4/4) (Richardson,Jenkins, and Crickenberger, 1994) 2.3 IDM • Bulletin board, Show, Fair, Exhibit, • Lecture, Speech, Teletip message, • Church bulletin, Comics, and Novelty • items
  • 53. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #53 2.4 Technology > Mobility? (1/4) A generic term describing one's ability to use technology while moving, as opposed to portable computers, which are only practical for use while deployed in a stationary configuration. Joan., K., L., (2010), "A mobile future for academic libraries" Reference Services Review, Vol. 38, No. 2, 2010, pp. 205-213 Sumati., S., (2009), "Career Development International", Vol. 14, No. 2, 2009, p. 145, USA.. Wikipedia. (2010). Mobile Computing. Available online at http://en.wikipedia.org/wiki/Mobile_computing Last accessed: August 19, 2010
  • 54. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #54 Mobility Using portable computing devices (such as laptops, tablet PCs, PDAs, and smart phones) with wireless networks enables mobility and mobile learning, allowing teaching and learning to extend to spaces beyond the traditional classroom. Within the classroom, mobile learning gives instructors and learners increased flexibility and new opportunities for interaction. Mobile technologies support learning experiences that are collaborative, accessible, and integrated with the world beyond the classroom. Educause: M-Learning and Mobility (2013), Available online at: http://www.educause.edu/eli/programs/learning-technologies, Last accessed: February 14, 2010 Technology > Mobility? (2/4) 2.4 Mobility
  • 55. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #55 Technology > Mobility? (3/4) Mobility is very important for education • A better understanding might emerge on the diffusion of Knowledge… this being mobile is a key of success Szejnwald, H., B., and Carbone., C., (2004), “Social Learning through Technological Inventions in Low-Impact Individual Mobility: The Cases of Sparrow and Gizmo”, Greener Management International, Vol. 47, pp. 77-88. • Factors such as flexibility, mobility and technology as important issues in building design and workspace design. an intelligent classroom on pupils' interactive beTúlio Tibúrcio, & Edward F Finch. (2005). The impact of haviour. Facilities, 23(5/6), 262-278 • Educators can benefit from the students’ inherent curiosity by allowing them to choose the interesting aspects presented in a video and either request more information or contribute to the information already stored regarding those particular aspects. Cucu, C., Cristescu, M., & Cristescu, C.. (2010). Contributions to Using IT in Education: An Educational Video Player. Informatica Economica, 14(2), 108-119 2.4 Mobility
  • 56. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #56 Technology > Mobility? (4/4) Mobility is very important for education Reveiu, A., Smeureanu, I., & Dârdala, M.. (2009). Generating Multimedia Components for M- Learning. Informatica Economica, 13(3), 88-95. The networked nature of these devices allows the communication and information sharing, so that we can share the information within them, while the devices are personal. 2.4 Mobility
  • 57. III. Research Methodology Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand
  • 58. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #58 Five Processes • Learning • Development • Support • Evaluation • Organization Mobility Modes of Integrative Delivery Methodology Extraction of Keys to measure eMM Delivery Dimension based on Modes of Integrative Methodology •Delivery •Planning •Definition •Management •Optimization Five Dimensions 4 4 3 2 2 1 4 4 3 0 4 2 1 0 0 4 3 2 2 1 4 4 3 0 0 Marshall, Mitchell, and Beames,(2007), Marshall and Mitchell, (2006), Marshall, (2005), and Marshall and Mitchell (2004). Duangchinda, Kim, and Mekhabunchakij, (2010) Richardson, Jenkins, and Crickenberger, (1994) Ehlers and Pawlowski (2006), Fraser (2005), [ 36 ] Weiser (1995), and Bhattacharya, I., and Sharma, K., (2007), "India in the knowledge economy – an electronic paradigm", International Journal of Educational Management, Vol. 21, No. 6, pp. 43-568 SO2 SO1 SO3 – SO4 3.1 Research Framework
  • 59. Integration, to confirm by Step 4.1-4.2 Integration, to confirm by Step 5.1-5.2 Final Deliberation 3.2 Research Design SO 4 SO 3 Mobility Confirmed by Publication (Step 3) e-Learning Benchmarking Models e-Learning Delivery Methods e-Learning Maturity Model (eMM) Integrative Delivery Method Confirmed by Interviews (Step 2) Confirmed by Publication (Step 3) SO 1 SO 2 SO 2
  • 60. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #60 3.3 Research Steps Step 1 Create the Study Topic Step 2 Establishment of Fundamental Framework Step 3 Establishment of e-Learning Delivery Method Step 4 Confirmation of the e-Learning Delivery Method based on Mobility Step 5 Integrate finding of Step 4 within eMM Dimension 1 (Delivery) SO 1 SO 1/2 SO 3/4
  • 61. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #61 3.4 Research Tools Step 1 Create the Study Topic Assessment of Integrative Delivery Method based on Mobility towards eMM for education in Thailand Step 2 Establishment of Fundamental Framework e-Learning Maturity Model (eMM): Finding and Confirmation Step 2.1: Model Review Step 2.2: Qualitative Research: Interview International Experts Step 3 Establishment of e-Learning Delivery Method Integrative Method: Finding and Confirmation Step 3.1: Model Review Step 3.2: Qualitative Research: Preliminary Survey Thai Experts Step 4 Confirmation of the e-Learning Delivery Method based on Mobility Step 4.1: Quantitative Research: Survey of experienced lecturers in Thailand Step 4.2: Model Refinement Step 5 Integrate finding of Step 4 within eMM Dimension 1 (Delivery) Integrative Method: Finding and Confirmation Step 5.1: Content Analysis of eMM Dimension 1 (Delivery) Step 5.2: Integrate Finding of Step 5.1 with the Finding of Step 4.2 SO 1 SO 1/2 SO 3/4
  • 62. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #62 Step 1: Create the Study Topic Objective • To define research scope and topic. Methodology • Series of literature reviews and extensive discussion with supervisory team. 3.4 Research Tools Step 1 Step 2 Step 3 Step 4 Step 5
  • 63. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #63 Step 2: Establish of Fundamental Framework Objective • To establish framework of this study, and confirm the framework. Methodology • Step 2.1: Model Review Series of literature reviews and extensive discussion with supervisory team. • Step 2.2: Qualitative Research: Interview International Experts Interview eight international experts. 3.4 Research Tools Step 1 Step 2 Step 3 Step 4 Step 5 2.1 2.2
  • 64. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #64 Qualitative interview with eight world class experts at Professors level who have had extensive experience and research on e-Learning and e-Learning quality assurance. 1. Prof. Dr. YoungHwan Kim (Pusan National University, Korea) Also President of the Institute of APEC Collaborative Education, and Coordinator of APEC EDNET (now as the Lead Shepherd of the APEC HRD (Human Resource Development) Working Group.) 2. Prof. Dr. Yoshida Masami (Chiba University, Japan) Advisor to MOE of Thailand for e-Learning 3. Prof. Dr. Tsuneo Yamada (Open University of Japan) Lead Researcher in eASEM 3.4 Research Tools
  • 65. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #65 4. Prof. Dr. Kinya Tamaki (Aoyama Gakuin University, Japan) Leader for Government Research in eQA in Japan 5. Prof. Dr. Juan Casstilo (Colima University, Mexico) Director of Distance Education & Key Members of Mexican ICT for Education Committee 6. Prof. Ricardo Diaz (Colima University, Mexico), Key Members of Mexican ICT for Education Committee 7. Prof. Gary Matzin Dean of Continuing Education University Extension, University of California, Irvine, USA 8. Asst. Prof. Christian Stark (key member of e-ASEM research network, German) Coordinator of eASEM Network and eQA European Research 3.4 Research Tools
  • 66. Questions Asked 1. Have you ever used or researched about Maturity Model for e-Learning? 2. Have you heard of eMM? Why or Why not? 3. If you have never used it, will you consider using eMM or any similar models in the future? Why or Why not? 4. Open question: Tell about usage of mobile or ubiquitous learning To maintain validity and reliability of the research, questions were constructed based on the same technique used for the previous study, as in: Tse, H., Peart, F., Duangchinda, V., Wong, W., & Elston, L. (2004), Australia and NewZealand Academy of Management (ANZAM) Conference: Understanding the Conceptions of Leadership in Supervisor-Subordinate Relationships: A Phenomenographic Approach. 3.4 Research Tools
  • 67. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #67 Step 3: Establish e-Learning Delivery Method Objective • To establish e-Learning Delivery Method for the study, and confirm the finding. Methodology • Step 3.1: Model Review Series of literature reviews and extensive discussion with supervisory team. • Step 3.2: Qualitative Research: Preliminary Survey Thai Experts Confirm the finding with experts in Thailand who have had extensive experience in e-Learning Delivery Method. 3.4 Research Tools Step 1 Step 2 Step 3 Step 4 Step 5 3.1 3.2
  • 68. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #68 • An online survey form has been used to capture expert’s choices and opinions in relation to the Integrative Method. • Research participants included all the 14 teachers of the e-Pro program, who were lecturers from various universities around Thailand. The e-Pro teachers have had hand-on experiences in teaching the program since 2006. • Note: The online form passed IOC process for validity prior to distribution. 3.4 Research Tools
  • 69. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #69 Step 4: Confirm the e-Learning Delivery Method Based on Mobility Objective • To confirm the e-Learning Delivery Method based on Mobility Methodology • Step 4.1: Quantitative Research: Survey of experienced lecturers in Thailand • Step 4.2: Model Refinement (Focus group with the experts – the 14 experts in step 3) 3.4 Research Tools Step 1 Step 2 Step 3 Step 4 4.1 4.2 Step 5
  • 70. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #70 Step 4.1: Quantitative Research: Survey experienced lecturers in Thailand • Aim To use Quantitative Research to verify the finding of step 3 with experienced lecturers around Thailand who have at least 3 years of direct experience in teaching with e-Learning. • Survey Form Survey form was created, and delivered in the end of September 2010, the results will be electronically collected and analyzed by middle of October 2010. Note: The online form passed IOC process for validity prior to distribution. 3.4 Research Tools
  • 71. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #71 Step 4.1: Quantitative Research: Survey experienced lecturers in Thailand • The Population There are 78 public Higher Education Institutions, 69 private Higher Education Institutions, and 19 Community Colleges around Thailand, making 166 institutions in total. Should there be 3 e-Learning experts at their institution; the total research population is likely to be 498 persons. Through the connection of Thailand Cyber University Project (TCU), an online survey form was sent to key contact person of each institution, the results was collected electronically and analyzed accordingly. Basic statistical analysis approach was used. 3.4 Research Tools
  • 72. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #72 Step 4.2: Qualitative Research: Focus Group to confirm the finding • Aim To ask experts from Step 3 to confirm the finding of 4.1 3.4 Research Tools
  • 73. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #73 Step 5: Integrate Findings of Step 4 with eMM Dimension 1 (Delivery) Objective • To integrate finding of step 4.4 within eMM dimension 1 (Delivery) Methodology • Step 5.1: Content Analysis of eMM Dimension 1 (Delivery) • Step 5.2: Integrate Finding of Step 5.1 with the Findings from Step 4 Tool • Context Analysis 3.4 Research Tools Step 1 Step 2 Step 3 Step 4 Step 5 5.1 5.2
  • 74. IV. Findings & Discussion Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand
  • 75. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #75 3.3 Research Tools Step 1 Create the Study Topic Assessment of Integrative Delivery Method based on Mobility towards eMM for education in Thailand Step 2 Establishment of Fundamental Framework e-Learning Maturity Model (eMM): Finding and Confirmation Step 2.1: Model Review Step 2.2: Qualitative Research: Interview International Experts Step 3 Establishment of e-Learning Delivery Method Integrative Method: Finding and Confirmation Step 3.1: Model Review Step 3.2: Qualitative Research: Preliminary Survey Thai Experts Step 4 Confirmation of the e-Learning Delivery Method based on Mobility Step 4.1: Quantitative Research: Survey of experienced lecturers in Thailand Step 4.2: Model Refinement Step 5 Integrate finding of Step 4 within eMM Dimension 1 (Delivery) Integrative Method: Finding and Confirmation Step 5.1: Content Analysis of eMM Dimension 1 (Delivery) Step 5.2: Integrate Finding of Step 5.1 with the Finding of Step 4.2 SO 1 SO 1/2 SO 3/4 Recapture
  • 76. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #76 4.1 Thesis title การพัฒนาเกณฑประเมินวุฒิภาวะอีเลิรนนิงในประเทศไทย ตามหลักการพัฒนา เกณฑประเมินวุฒิภาวะอีเลิรนนิงในประเทศไทย ตามหลักวิธีนําสงสื่อ การเรียนการสอนเชิงบูรณาการ ดวยคุณสมบัติของการเคลื่อนที่ EN TH Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand Keywords: e-Learning, Delivery Method, Integrative Method, e-Learning Maturity Model, Mobility Step 1 Create the Study Topic Assessment of Integrative Delivery Method based on Mobility towards eMM for education in Thailand Step 1 Step 2 Step 3 Step 4 Step 5
  • 77. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #77 Step 2 Establishment of Fundamental Framework e-Learning Maturity Model (eMM): Finding and Confirmation Step 2.1: Model Review Step 2.2: Qualitative Research: Interview International Experts 4.2 Confirm the eMM Step 1 Step 2 Step 3 Step 4 Step 5 2.1 2.2
  • 78. 4.2 Confirm the eMM Step 1 Step 2 Step 3 Step 4 Step 5 2.1 2.2
  • 79. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #79 Step 3 Establishment of e-Learning Delivery Method Integrative Method: Finding and Confirmation Step 3.1: Model Review Step 3.2: Qualitative Research: Preliminary Survey Thai Experts SO 1 4.3 Confirm the IDM Duangchinda. V., Kim. Y. H., and Mekhabunchakij. K., (2010) "Mobility and e-Learning Delivery Methods: Through the Perspectives of Thailand Cyber University Project (TCU)", Asia-Pacific Cybereducation Journal, vol. 6., no. 1 (2010), pp. 30-49. Also available online at: http://acecjournal.org/2009/Journal_Data/Vol6No1/6-1-3.pdf Step 1 Step 2 Step 3 Step 4 Step 5 3.1 3.2
  • 80. 4.3 Confirm the IDM Integrative Delivery Modes Number of Teachers have used? have NOT used? Person - % Person - % • Conference 8 57% 6 43% • Convention 5 36% 9 64% • Seminar 9 64% 5 36% • Panel 3 21% 11 79% • Forum 6 43% 8 57% • Meeting 6 43% 8 57% • Symposium 1 7% 13 93% • Colloquy 2 14% 12 86% • Dialogue 5 36% 9 64% • Institute 3 21% 11 79% • Buzz group 6 43% 8 57% • Discussion group 14 100% 0 0% • Brainstorming 12 86% 2 14% • Audience reaction team 3 21% 11 79% • Listening team 2 14% 12 86% • Interview 4 29% 10 71% • Teleconference 5 36% 9 64% • Telephone conversation 9 64% 5 36% • Computer network 5 36% 9 64% • Satellite conferencing 1 7% 13 93% • Personal visit 0 0% 14 100% Which Integrative e- Learning Delivery Method have been used by TCU e-Pro teachers? Step 1 Step 2 Step 3 Step 4 Step 5 3.1 3.2
  • 81. What are the e-Pro teachers opinions if mobility can improve the Integrative Method? Integrative Delivery Modes Will/Does Mobility for each mode Avg of 5 Rank Discussion group 4.79 1 Forum 4.57 T2* Brainstorming 4.57 T2* Conference 4.43 4 Buzz group 4.29 5 Interview 3.36 18 Institute 3.29 19 Listening team 3.21 20 Personal visit 2.57 21 Office visit 2.50 22 4.3 Confirm the IDM Step 1 Step 2 Step 3 Step 4 Step 5 3.1 3.2 Top 5 Bottom 5
  • 82. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #82 Step 4 Confirmation of the e-Learning Delivery Method based on Mobility Step 4.1: Quantitative Research: Survey of experienced lecturers in Thailand Step 4.2: Model Refinement SO 1/2 20 14 20 23 7 6 8 5 3 3 2 7 43 9 16 12 5 15 4 3 3 2 2 4 0 5 10 15 20 25 30 35 40 45 < 1 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 Year > 10 Year Number of Responders (persons) Responders' Experience in e-Learning As Learner As Educator 4.4 Confirm the IDM with Mobility Step 1 Step 2 Step 3 Step 4 Step 5 3.1 3.2
  • 83. What are the e-Pro teachers opinions if mobility can improve the Integrative Method? Integrative Delivery Modes Will/Does Mobility for each mode Avg of 5 Rank Discussion group 4.79 1 Forum 4.57 T2* Brainstorming 4.57 T2* Conference 4.43 4 Buzz group 4.29 5 Interview 3.36 18 Institute 3.29 19 Listening team 3.21 20 Personal visit 2.57 21 Office visit 2.50 22 4.4 Confirm the IDM with Mobility Step 1 Step 2 Step 3 Step 4 4.1 4.2 Step 5 Top 5 Bottom 5
  • 84. Experience IDM in Modes % of Responders and their Experience Traditional Education e-Learning     1. Conference 52.54 47.46 38.14 61.86 2. Convention 39.83 60.17 24.58 75.42 3. Seminar 69.49 30.51 38.98 61.02 4. Panel 42.37 57.63 23.73 76.27 5. Forum 53.39 46.61 56.78 43.22 6. Meeting 72.88 27.12 51.69 48.31 7. Symposium 36.44 63.56 18.64 81.36 8. Colloquy 18.64 81.36 7.63 92.37 9. Dialogue 35.59 64.41 26.27 73.73 10. Institute 28.81 71.19 20.34 79.66 11. Buzz group 39.83 60.17 25.42 74.58 12. Discussion Group 68.64 31.36 56.78 43.22 13. Brainstorming 68.64 31.36 48.31 51.69 14. Audience reaction team 21.19 78.81 13.56 86.44 15. Listening team 33.90 66.10 22.88 77.12 16. Interview 48.31 51.69 31.36 68.64 17. Teleconferencing 25.42 74.58 16.10 83.90 18. Telephone conversation 37.29 62.71 19.49 80.51 19. Computer network 72.03 27.97 60.17 39.83 20. Satellite conferencing 19.49 80.51 11.86 88.14 21. Personal visit 46.61 53.39 26.27 73.73 22. Office visit 41.53 58.47 19.49 80.51 Responders’ Experience with 22 Modes of IDM 4.4 Confirm the IDM with Mobility Step 1 Step 2 Step 3 Step 4 4.1 4.2 Step 5
  • 85. How Significance the Application of Mobility will Improve Educational Opportunities in e-Learning: Top Five most Significance IDM Modes IDM Modes Level of Significance 5 4 3 2 1 Computer network 67 40 9 2 0 Meeting 42 49 18 8 1 Teleconferencing 42 49 20 5 2 Brainstorming 41 55 17 5 0 Forum 40 43 28 7 0 Satellite conferencing 40 41 23 8 6 4.4 Confirm the IDM with Mobility
  • 86. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #86 Focus group with experts for confirmation The 14 experts confirm in consensus the findings and suggested the intersection. • Recommended IDM modes that may provide a decisive fact that education in Thailand is open for the provision of delivering e-Learning with mobility; with the primary focus on the following modes of IDM: • Forum • Brainstorming • Discussion group • Conference • Buzz group • Computer network • Meeting • Teleconferencing 4.4 Confirm the IDM with Mobility Step 1 Step 2 Step 3 Step 4 4.1 4.2 Step 5
  • 87. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #87 Step 5 Integrate finding of Step 4 within eMM Dimension 1 (Delivery) Integrative Method: Finding and Confirmation Step 5.1: Content Analysis of eMM Dimension 1 (Delivery) Step 5.2: Integrate Finding of Step 5.1 with the Finding of Step 4.2 SO 3/4 4.5 Integration with the eMM Step 5.1: To integrate finding of step 4.4 within eMM dimension 1 (Delivery) across the five processes. Based on the eMM Process Assessment Workbook (Marshall, 2007), each of the five process of eMM is described in detail and in three categories, 1) Practices 2) Sources of Information Providing Evidence of Capability, with Questions for Eliciting Evidence of the Capability 3) Documentary Evidence Step 1 Step 2 Step 3 Step 4 Step 5 5.1 5.2
  • 88. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #88 For each process, Marshall (2007) has indicated clearly which questions concern with which dimension. This can be seen from the “Questions for Eliciting Evidence of Capability” section under the “Sources of Information Providing Evidence of Capability” of each process. 4.5 Integrate with the eMM Process L1. Learning objectives guide the design and implementation of courses Sources of Information Providing Evidence of Capability Questions for Eliciting Evidence of Capability 1. Are students made aware of the expectations that are inherent in all forms of assessment? (Dim1/Dim2) Example of how to filter the Delivery Dimension across five processes - showing L1(1) (Modified from Marshall, 2007: 10) Step 1 Step 2 Step 3 Step 4 Step 5 5.1 5.2
  • 89. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #89 From the total of 508 questions in eMM, 118 questions (23.23%) that concern with Delivery Dimension across the five processes. • Learning Process: total 104 questions, 12 questions (24.54%) filtered L1(1), L2(1), L4(1, 2, 3), L5(1), L8(1), L9(1), and L10(1, 2, 3, 4) • Development Process: total 82 questions, 22 questions (26.83%) filtered D1(1, 2, 3, 4), D2(1, 2, 3, 4), D3(1), D4(1, 2, 3, 4), D5(1, 2), D6(1, 2, 3), and D7(1, 2, 3, 4) • Support Process: total 129 questions, 17 questions (13.18%) filtered S1(1, 2, 3), S2(1, 2, 3), S3(1, 2, 3), S4(1, 2), S5(1, 2, 3, 4), and S6(1, 2) • Evaluation Process: total 37 questions, 18 questions (48.65%) filtered E1(1, 2, 3, 4, 5), E2(1, 2, 3, 4, 5, 6, 7), and E3(1, 2, 3, 4, 5, 6) • Optimization Process: total 156 questions, 49 questions (31.41%) filtered O1(1, 2, 3, 4), O2(1, 2, 3, 4, 5, 6), O3(1, 2, 3, 4, 5, 6, 7, 8, 9), O4(1, 2, 3, 4, 5), O5(2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12), O6(1, 2, 3), O7(1, 2, 3), O8(1), and O9(1, 2, 3, 4, 5, 6, 7) 4.5 Integrate with the eMM Step 1 Step 2 Step 3 Step 4 Step 5 5.1 5.2
  • 90. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #904.5 Integrate with the eMM Confirmation by the 14 experts via Survey Step 5.2: Integrate finding of Step 5.1 with the finding of Step 4 All 14 experts from 11 Higher Education institutions around Thailand have answered the survey. Their opinions are quite conclusive. All of them believe that each question is or may concern with Mobility. All of the questions does concern with Mobility with at least 79% level of confidence. Step 1 Step 2 Step 3 Step 4 Step 5 5.1 5.2
  • 91. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #914.5 Integrate with the eMM 118 questions of Delivery Dimension in eMM across five processes Step 1 Step 2 Step 3 Step 4 Step 5 5.1 5.2
  • 92. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #924.5 Integrate with the eMM Radar of the expert’s opinion
  • 93. IV. Conclusion Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand
  • 94. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #94 5.1 Research Summary (1/6) • 8 International experts have confirmed the eMM a suitable framework • 14 Thai experts have confirmed the IDM with the following modes with their highest preference when incorporate Mobility: 1. Discussion group 2. Forum 3. Brainstorming 4. Conference 5. Buzz group
  • 95. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #95 5.1 Research Summary (2/6) • 118 Thai lecturers have confirmed the IDM with the following modes with their highest preference when incorporate Mobility: 1. Computer network 2. Meeting 3. Teleconferencing 4. Brainstorming 5. Forum 6. Satellite conferencing
  • 96. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #96 5.1 Research Summary (3/6) • 14 Thai experts have confirmed the all preferred modes of IDM are as vital when incorporate Mobility: 1. Discussion group 2. Forum 3. Brainstorming 4. Conference 5. Buzz group 6. Computer network 7. Meeting 8. Teleconferencing 9. Brainstorming 10. Forum 11. Satellite conferencing
  • 97. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #97 5.1 Research Summary (4/6) • Filtered eMM on Dimension 1 (Delivery) reveals that from the total of 508 questions in eMM, 118 questions (23.23%) that concern with Delivery Dimension across the five processes. About 41.55% of that are in the Optimization process. • 14 experts have confirmed with consensus that all 188 questions are valid when integrating Mobility concept to each question. The experts have strong preference on the Development Process. • 14 experts have recommended that the notion of Mobility based upon the 11 modes of the preferred IDM can be incorporated with the filtered eMM (Dimension 1: Delivery). This is the Model Recommendation.
  • 98. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #98 5.1 Research Summary (5/6) Major Contributions Academic Contributions • Introduction of eMM for academic management • Identify which criteria of the Delivery Process of the e-Learning Maturity Model (eMM) can be measured to accommodate the Modes of Integrative Delivery Methodology • Introduction to IDM and with Mobility integration • Identify modes of Integrative Delivery Methodology that are suitable for Mobility in Thai Education Social Contributions • Introduction of eMM - part of assessment for Office of the National Standards and Quality Assessment of Thailand
  • 99. 5.1 Research Summary (6/6)
  • 100. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #100 5.2 Recommendation Limited number of SME (Subject Matter Expert) • Since there are not many e-Learning Quality Assurance/benchmark experts around the world, let alone in Thailand, this research serves as a recommended guideline for further investigation in all directions. This includes but not limited to: • Repeating the process across the other dimensions • Modification of the eMM questions based upon the findings Research Technique • Refine the model recommendation using Delphi Technique
  • 101. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #101 5.3 Publications and Presentations 3 1 1 1 International Conference International Journal Excellent Paper Certificate from one International Conference Republished in another International Journal
  • 102. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #102 International Conference (1) • Duangchinda. V., Kim. Y.H., and Mekhabunchakij. K., (2011), "Towards a Mobile Learning Maturity Model: Application of Mobility into the e-Learning Maturity Model (eMM)", The OAR International Conference 2011: Educational Leadership, technology innovations, knowledge innovation and cultural diversity, Prince of Songkla University, Thailand. • Duangchinda. V., Kim. Y.H., and Mekhabunchakij. K., (2011), "Mobility and e- Learning Delivery Methods: Perspective from Higher Education of Thailand", Proceeding of The International e-Learning Conference 2011, Thailand Cyber University Project, Office of the Higher Education Commission, Ministry of Education of Thailand, pp. 51-59. 5.3 Publications and Presentations
  • 103. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #103 International Conference (2) • Duangchinda. V., Kim. Y.H., and Mekhabunchakij. K., (2010), "Holistic Systemic Approach for the Sustainable Development and Inclusive Growth of APEC Future Education: Higher Education: Policy, ICT & Systemic Change - Mobility and e- Learning Delivery Methods: Through the Perspectives of Thailand Cyber University Project (TCU)", The 6th APEC Future Education Forum & The 8th International ALCoB Conference, pp. 131-142. (Receiver of Excellent Paper and has been republished in an International Journal: Journal of International Collaboration in Education) 5.3 Publications and Presentations
  • 104. Excellent Paper Award 5.3 Publications and Presentations
  • 105. Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand #105 International Journal • Duangchinda. V., Kim. Y.H., and Mekhabunchakij. K., (2010), "Mobility and e- Learning Delivery Methods: Through the Perspectives of Thailand Cyber University Project (TCU)", Asia-Pacific Cybereducation Journal, vol. 6., no. 1 (2010), pp. 30-49. Also available online at: http://acecjournal.org/2009/Journal_Data/Vol6No1/6-1-3.pdf • Duangchinda. V. (2011), "Higher Education: Policy, ICT & systemic Change: Holistic Systemic Approach for the Sustainable Development and Inclusive Growth of APEC Future Education", Journal of International Collaboration in Education, vol. 6(1), pp. 43-60. (Republished after the Excellent Paper award) 5.3 Publications and Presentations
  • 106. Questions & Comment Please Thank you for attending and contributing Assessment of Integrative Delivery Method based on Mobility towards eMM for Education in Thailand