Team 2         Using Hybrid Learning as A Stepping             Stone To Promote E-Learning              A Case Study on Ca...
Using Hybrid Learning as A Stepping   Stone To Promote E-Learning  1. Rational  2. Problem Definition  3. Methodology  4. ...
E-LearningE-learning is the computer and network-enabled  transfer of skills and knowledge.http://en.wikipedia.org/wiki/E-...
E-Learning Components•   Audience•   Course Structure•   Page Design          ICT   curr•   Content Engagement•   Usabilit...
Why E-Learning Important           “e-Learning”                                      E-learning can provide poor          ...
Benefits of E-Learning•   Convenience and Flexibility•   Offers Individualized Instruction•   Self-paced•   Broader Range ...
E-Learning Short Comings  • E-learning has poor interactivity between    students and teacher or lecturer compare    with ...
Conventional Learning• conventional teaching and learning within a  brick-and-mortar classroom facility -                 ...
Hybrid Learninga model of course design           that combines traditional, face-to-face    class                        ...
Hybrid Learning-2A formal education program in which astudent learns at least in part through onlinedelivery of instructio...
On-line                     Off-line          Hybrid strategy
Hybrid Learning Models - 1Hybrid Learning Models               Rotation                           Flex                    ...
Hybrid Learning Models (contd)                                                                  Online Driver       Online...
Emerging models of blended learning       Rotation                   Flex               Self-Blend       Enriched Virtual•...
Benefits of H.LStudents Point of View •     meets expectations for utilizing technology. •     develops independent learni...
Faculty Point of View • gives them access to new resources. • introduces them to online learning. • is an opportunity for ...
Administrator Point of View •   impacts the entire institution. •   offers a learner-centered pedagogy. •   may integrate ...
Cambodia• 2009 - 2010  – Primary schools: 6,665  – Enrollment: 2,239,757• 2005-2006  – Enrollment: 2,695,372  – Primary sc...
Indonesia • Language of instruction : Bahasa   Indonesia • # Elementary School : 143,272 • #Students : 24,863,936 (Public)...
Thailand• Language of instruction : Thai• # Elementary School : 33,043  (Public+Private)• #Students : 4,006,326 (2007)    ...
Countries                   Average AgeLevel/Grade Cambodia Indonesia Thailand Cambodia Indonesia Thailand           1    ...
Malaysia • 2 Semesters : January ~ June & July ~   December • 14 Level Start from Pre-school   Playgroup ~Tertiary School ...
Republic of Korea• 14 Level Start from Pre-school  Playgroup ~Tertiary School  (University)• Language of instruction : Kor...
Overall ICT for Education Situation status                  by UNESCO       Countries                Appreciation of      ...
Internet access in schoolsCambodia :3.5Indonesia : 4.7Thailand : 4.5Malaysia : 5.2Korea : 6.2                             ...
IDI (ICT Development Index) - SkillGenerated by ITU to indicate total enrollment in specific level  of education regardles...
E-Learning in Universities• Thailand : 173 Universities , 3 provides 100% E-  learning  – 1) Assumption University    http...
Problem Definition        Low ICT             Low Internet      Literacy for            Access in         Higher          ...
Specific Problem• Cambodia :    – Inadequate of power supply in rural area    – The high cost of electricity    – High Pri...
GoalTo Accelerate E-learning in3 ASEAN countries(Cambodia ,Indonesia,Thailand ).                              30
Objective  •To Promote Hybrid Learning Concept in  Higher Education among Cambodia,  Indonesia and Thailand.  •To Analyze ...
Scope of work• What   – Hybrid Learning• Who   – Higher Education (University , College)• Where   – Indonesia, Cambodia, T...
Methodology• Literature review• Benchmarking• Analyze with  – SWOT  – PESTEL• Case studies and Best practices             ...
Scheduling        Tasks            Sep          Oct                 Nov                Dec                        W3 W4   ...
35
References1.   Ministry of Education, Youth and sport, “Master Plan for Information and     Communication Technology in Ed...
9. Theory on Blended Learning   http://www.knewton.com/blended-learning/10.Korea e-Learning Industry Association   http://...
Team 2: Smart Education Thank you for your participationRiri | Ardimas | Pornprom | Phoumen                               ...
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Hybrid Learning

  1. 1. Team 2 Using Hybrid Learning as A Stepping Stone To Promote E-Learning A Case Study on Cambodia , Indonesia and Thailand Riri | Ardimas | Pornprom | Phoumen ITP 620 : Introduction to IT Management/Policy in Korea Course Offered By : Prof. Jae Jeung Rho 1
  2. 2. Using Hybrid Learning as A Stepping Stone To Promote E-Learning 1. Rational 2. Problem Definition 3. Methodology 4. Scheduling 5. References 2
  3. 3. E-LearningE-learning is the computer and network-enabled transfer of skills and knowledge.http://en.wikipedia.org/wiki/E-learning
  4. 4. E-Learning Components• Audience• Course Structure• Page Design ICT curr• Content Engagement• Usability 4
  5. 5. Why E-Learning Important “e-Learning” E-learning can provide poor countries with theRestricted Time Regional Distance opportunity to close a gap with developed country. Lifelong education through e- learning is the future of education and the enormous market which has a number of trillion dollars of potential value. - Peter F. Drucker
  6. 6. Benefits of E-Learning• Convenience and Flexibility• Offers Individualized Instruction• Self-paced• Broader Range of Opinions• Greater Range of Feedback• More Direct Control• High Level of Interaction• High Levels of Participation, Engagement and ConcentrationSource: International Journal of The Computer, the Internet and Management Vol. 13.No.3 (September-December, 2005) pp 79-89 6
  7. 7. E-Learning Short Comings • E-learning has poor interactivity between students and teacher or lecturer compare with conventional learning. • E-learning is only available to PC users. • E-learning is more expensive.Source: International Journal of The Computer, the Internet and Management Vol. 13.No.3 (September-December,2005) pp 79-89 7
  8. 8. Conventional Learning• conventional teaching and learning within a brick-and-mortar classroom facility - Curriculum ICThttp://www.webopedia.com/TERM/C/c_learning.html 8
  9. 9. Hybrid Learninga model of course design that combines traditional, face-to-face class Curriculum ICT time with online and out-of-class course work 9
  10. 10. Hybrid Learning-2A formal education program in which astudent learns at least in part through onlinedelivery of instruction and content, with someelement of student control over time, place,path and/or pace andat least in part in a supervised brick-and-mortar location away from home.
  11. 11. On-line Off-line Hybrid strategy
  12. 12. Hybrid Learning Models - 1Hybrid Learning Models Rotation Flex Students rotate on a fixedA Physical Teacher employs Teachers provide on-site as schedule between a self-Online Learning in a needed support through in- paced online learning andTechnology Lab / the back person tutoring or small sittig in a classroom with aof the classroom to group session face-to-face teachersupplement 12
  13. 13. Hybrid Learning Models (contd) Online Driver Online Lab Self-Blend Students studies remotely Students choose to take and face-to-face check ins areAn online platform delivers either available or mandatorythe entire course, but in a remote online courses tobrick-and-mortar location. supplement their schools’sStudents who participate traditional curriculum.in online lab, usually also Popular among hightake traditional courses school student 13
  14. 14. Emerging models of blended learning Rotation Flex Self-Blend Enriched Virtual• Station rotation Online platform with Students attend Students learn• Lab rotation F2F support and physical school & sometimes at a• Flipped Classroom fluid schedules take 1 or more physical school, other• Individual rotation courses online times remotely
  15. 15. Benefits of H.LStudents Point of View • meets expectations for utilizing technology. • develops independent learning skills. • offers increased flexibility and convenience. • provides better access to those with job, family, or distance barriers. • helps reduce educational costs. More opportunities to interact with course materials and resources, leading to greater engagement and enhanced opportunities for success • Higher-quality peer interaction • Greater flexibility in course scheduling, a boon to UW Bothell’s high percentage of working and commuting students • Increased skills in self-directed learning leading to greater learner autonomy • Skills in communicating effectively in multiple modes • Increased technical skills http://www.facultyfocus.com/articles/distance-learning/the- benefits-of-blended-learning-explained/ 15
  16. 16. Faculty Point of View • gives them access to new resources. • introduces them to online learning. • is an opportunity for faculty development and lets them experiment with new pedagogies and techniques. • helps meet student expectations and build student skills. • allows for more flexible scheduling. • retains the face-to-face aspect faculty may cherish. • Enhanced pedagogical practices as a result of redesigning the learning experience • Better student engagement • More flexible schedule and better ability to work from different locations • Enhanced opportunity to participate in interdisciplinary practices such as course linking • Better online pedagogical and technology skills while still retaining the valued face-to-face interaction with students 16
  17. 17. Administrator Point of View • impacts the entire institution. • offers a learner-centered pedagogy. • may integrate with the strategic plan. • improves classroom utilization. • can help match delivery to academic need. • can help fill under-enrolled courses and programs. 17
  18. 18. Cambodia• 2009 - 2010 – Primary schools: 6,665 – Enrollment: 2,239,757• 2005-2006 – Enrollment: 2,695,372 – Primary schools Teacher: 50,378• Language of Instruction : Khmer 18
  19. 19. Indonesia • Language of instruction : Bahasa Indonesia • # Elementary School : 143,272 • #Students : 24,863,936 (Public), 2,464,665 (Private)
  20. 20. Thailand• Language of instruction : Thai• # Elementary School : 33,043 (Public+Private)• #Students : 4,006,326 (2007) 20
  21. 21. Countries Average AgeLevel/Grade Cambodia Indonesia Thailand Cambodia Indonesia Thailand 1 Preschool 3-5 3-6 3-6 2 6 6 6 3 7 7 7 4 8 8 8 Primary School 5 9 9 9 6 10 10 10 7 11 11 11 8 12 12 12 9 13 13 13 10 Secondary School 14 14 14 11 15 15 15 12 16 16 16 13 Upper Secondary 17 17 17 14 Tertiary Education >18 18 18 21
  22. 22. Malaysia • 2 Semesters : January ~ June & July ~ December • 14 Level Start from Pre-school Playgroup ~Tertiary School (University) • Primary education begins at age seven • Language of instruction : Malay language (Bahasa Melayu) • # Elementary School : 7,709 • #Students : 2,859,921 22
  23. 23. Republic of Korea• 14 Level Start from Pre-school Playgroup ~Tertiary School (University)• Language of instruction : Korean language , English Taught starts From Elementary• # Elementary School : 5,757• #Elementary School Students: 3,830,063• #Computer to Student Ratio = 1 : 6 23
  24. 24. Overall ICT for Education Situation status by UNESCO Countries Appreciation of Availability of Technology Technology Cambodia HIGH LOW Indonesia HIGH LOW Malaysia HIGH HIGH Republic of Korea HIGH HIGH Thailand HIGH LOWSource: Strategy Framework for Promoting ICT Literacy in the Asia-Pacific Regionhttp://unesdoc.unesco.org/images/0016/001621/162157e.pdf 24
  25. 25. Internet access in schoolsCambodia :3.5Indonesia : 4.7Thailand : 4.5Malaysia : 5.2Korea : 6.2 25
  26. 26. IDI (ICT Development Index) - SkillGenerated by ITU to indicate total enrollment in specific level of education regardless of age. Expressed as percentageCambodia : 9.2Indonesia : 23.5Thailand : 45.0Malaysia : 37Korea : 102 26
  27. 27. E-Learning in Universities• Thailand : 173 Universities , 3 provides 100% E- learning – 1) Assumption University http://www.elearning.au.edu/ Graduate school of eLearning – 2) School of IT, Rangsit U http://it.rsu.ac.th/itmonline/Pages/index.aspx and – 3) Thailand Cyber University http://www.thaicyberu.go.th/index.php?lang=en-us• Cambodia : 47 Universities• Indonesia : 2647 Universities 27
  28. 28. Problem Definition Low ICT Low Internet Literacy for Access in Higher Higher Education EducationLow E-Learning Usage in Higher Education 28
  29. 29. Specific Problem• Cambodia : – Inadequate of power supply in rural area – The high cost of electricity – High Price for Internet Access• Indonesia : – Integration of ICT in the curriculum – Decentralisation of the educational system – The high cost of Internet connections• Thailand – Policy: Lack of strong support from the top executive level in many universities – Technology: Lack of technical skills for online courses – Financial: Inconsistent financial support and lack of longterm budget planning – Human Resources:Lack of awareness of e-learning adoption – Infrastructure:Inconvenient e-learning software and access 29
  30. 30. GoalTo Accelerate E-learning in3 ASEAN countries(Cambodia ,Indonesia,Thailand ). 30
  31. 31. Objective •To Promote Hybrid Learning Concept in Higher Education among Cambodia, Indonesia and Thailand. •To Analyze E-learning utilization in Cambodia, Indonesia and Thailand •To analyze factors supporting E-learning utilization in Malaysia and Korea 31
  32. 32. Scope of work• What – Hybrid Learning• Who – Higher Education (University , College)• Where – Indonesia, Cambodia, Thailand, Malaysia, Korea• How – Papers, Journals related with Hybrid Learning & E- Learning – Best practices & lesson learnt from Malaysia & Korea 32
  33. 33. Methodology• Literature review• Benchmarking• Analyze with – SWOT – PESTEL• Case studies and Best practices 33
  34. 34. Scheduling Tasks Sep Oct Nov Dec W3 W4 W1 W2 W3 W4 W1 W2 W3 W4 W1 W2 W31. Literature Review2. Collecting Data 1) Cambodia 2) Indonesia 3) Korea 4) Malaysia 5) Thailand3. Data Analysis4. Recommendation5. Submit draft final report6. Revising Report7. Final Presentation 34
  35. 35. 35
  36. 36. References1. Ministry of Education, Youth and sport, “Master Plan for Information and Communication Technology in Education 2009-2015”2. International Bureau of Education, “World Data on Education VII Ed. 2010/11”3. http://en.wikipedia.org/wiki/Education_in_Indonesia2._Index (last accessed 25 September 2012)4. http://www2.unpan.org/egovkb/datacenter/CountryView.aspx5. LIST OF TABLES OF THE PRIMARY SCHOOL (PS) EDUCATION DATA YEAR 2009/20106. http://www.unescobkk.org/education/ict/ict-in-education- projects/monitoring-and-measuring-change/performance-indicators-on-ict- use-in-education-project/consultative-workshop/country-reports/indonesia/ (last accessed 25 September 2012)7. Toward a Learning Society in Thailand: An Introduction to Education in Thailand, http://www.bic.moe.go.th/fileadmin/BIC_Document/book/intro- ed08.pdf (last accessed 26 September 2012)8. UNESCO: Strategy Framework for Promoting ICT Literacy in the Asia-Pacific Region http://unesdoc.unesco.org/images/0016/001621/162157e.pdf (last accessed 26 September 2012) 36
  37. 37. 9. Theory on Blended Learning http://www.knewton.com/blended-learning/10.Korea e-Learning Industry Association http://www.kelia.org/user/eng/eng100.jsp11. From Blended Learning to E-Learning http://www.elearningap.com/eLAP2006/Proc eeding/p37.1-4-fin-54-Santhitorn.pdf 37
  38. 38. Team 2: Smart Education Thank you for your participationRiri | Ardimas | Pornprom | Phoumen 38

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