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. www.ier-institute.org/2163-4246/v2/no2/044.pdf www.ier-institute.org/2163-4246/v2/no2/Cover.pdf

1. ISSN 2163-4246 (Print) Volume 2, Number 2
December, 2012
Volume 2, Number 2, December, 2012
Educational Technology Letters Contents
Enhancing the Way of Children Learning Using Game-Based Techniques and Virtual
World 1
Amira Gaber and Nashwa Abdelbaki
An Interactive Virtual World-Based Education System for Kids 8
Educational
Omnia A. Naseef and Nashwa Abdelbaki
Using a Case-based Reasoning Approach for Knowledge Representation within
Technology Letters
CoPs of e-learning 15
Lamia Berkani and Azeddine Chikh
The Effect of Integrated Weblog and Cooperation-Competition Learning Strategy
into Multimedia Course in College 22
Hung-Yi Chang, Shang-Jiun Tsai, Chien Yu and Chun-Chieh Yu
The Context for Software Manufacturing – A Case Study in eLearning Systems 29
Sridhar Chimalakonda and Kesav V. Nori
An Undergraduate Collaborative Design Experience among Institutions in
the Americas 36
J. Alejandro Betancur, Carlos Rodríguez and Iván Esparragoza
Development of Web-based Training in Collaboration with Convenors of Pilot
Colleges under the Office of Vocational Education Commission 43
Prachyanun Nilsook and Panita Wannapiroon
The Extraction of Learner's Ability in E-Learning Envirnoment Using
Bayesian Network 50
Nafiseh Saberi and Gholam Ali Montazer
An Effective E-Learning Platform for Computer Programming 56
Rong-Qin Chen, Yong-Liang Hu, Ai-Dong Wang, Xian-Hai Guo and Jian-Jian Ying
A Tutored Approach Flashcard Based Digital Storytelling System 63
Jumail, Dayang Rohaya Awang Rambli and Suziah Sulaiman
Development Concepts for Practical Skill Programs and Curricula in Taiwan 72
Chuan-Yuan Shin , Yi-Xian Lin and Kung-Huang Lin
Scalable Web-based Learning Platform based on Matlab Web Server for
Communication Principles 82
Jiaqing Huang, Hang Luo and Jing Wang
ISSN:2163-4246

2. Educational Technology Letters, ISSN: 2163-4246
Volume 2, Number 2, December, 2012
Development 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
prachyanunn@kmutnb.ac.th, panitaw@kmutnb.ac.th
doi.10.5729/etl.vol2.issue2.43
Keywords: Web-based training, Teamwork, Pilot colleges, The office of vocational education
commission.
Abstract. The present research entitled “Development of Web-based Training in Collaboration
with Convenors of Pilot Colleges under the Office of Vocational Education Commission” is both
research and development. The primary objectives are to: 1) develop a web-based training in
collaboration with convenors from various colleges affiliated with the Office of Vocational
Education Commission, 2) evaluate the web-based training, and 3) examine the teamwork
capability of the pilot colleges. The target population is 404 lecturers of colleges affiliated with the
Office of Vocational Education Commission. The subjects are convenors of five of those colleges
and they were voluntarily recruited to participate in this project. The recruitment involved selection
from the Committee appointed by the Office of Vocational Education Commission. The research
procedure was ten-month long and it was divided into four stages. The first stage was to choose
teamwork and prepare for a developed training in use of LMS. The second was to prepare for
content structures for the web-based training to promote its full potential. The third was to try and
test the developed web-based training. The fourth was to present the web-based training and
specialists then assessed it. Research tools consist of web-based training, assessment form of
competency 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 data
analysis. 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. Introduction
Use of the Internet for training is a technological innovation for future training. This kind of use
appears to be more effective because it offers applications and is considered an important form of
distance education. Clark [1] defines web-based training (WBT) as an individual pedagogy by
means of providing public or private data through computer and displaying them on Web Pages
instead of computer-based training. Data are kept in an installing place and can be accessed through
44

3. network system. As such, web-based training enables designers to both update training data quickly
and access to the data easily.
Web-based use for training and web-based training differ in meaning. Teaching and learning in
connection with the Internet in Thailand remain an intensive course or workshop on how to use the
Internet [2] , not for web-based training. Web-based training therefore means training through a
medium of World Wide Web for data presentation and information search as well as discussions
and sharing opinions. The process of training is the same as training in a classroom. The only
difference is both trainers and trainees; they learn through the Internet, which is connected
systematically with selected application tools of a World Wide Web. [3], [4]
The definition of teamwork is collaboration between members (at least two people) having the
same goals, making a plan together and feeling satisfied with work so that they can achieve in their
sharing goals. Teamwork is essential to enhance efficiency and achievement in administration
within an organisation [5].
Obvious characteristics of teamwork, which enhance efficiency, include the following: 1) each
individual has social interactions; 2) everyone shares similar goals and objectives; 3) work is well
structured as a team; and 4) members share roles and feelings. These characteristics obtain key
components as follows: work design, teamwork composition, resources and contexts influencing
teamwork efficiency, and process which variably reflects training factors that affect teamwork.
Teachers of vocational education affiliated with the Office of Vocational Education
Commission are skilful in information technology; hence, they have high potentials to adjust and
improve their teaching styles. However, they need to be trained regularly as to update their skills
and knowledge in accordance with human resources development regulated
by the Office of Vocational Education Commission [6]. Training sections have emerged then in
each institution.
The aforementioned has led convenors from different colleges to form their teamwork and
conduct a pilot project supported by the Office of Vocational Education Commission. The purposes
are to develop and evaluate a web-based training by convenors that form their own teamwork, and
examine their competency in both working as a team and making training guidelines for other
institutions.
2. Objectives
The 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. Hypotheses
The 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 study
4.1 The target population and subjects
45

4. The target population is convenors of 404 colleges under the Office of Vocational Education
Commission.
The subjects are convenors from five colleges under the Office of Vocational Education
Commission. They were voluntarily participated by means of selection from the Committed
appointed by the Office of Vocational Education Commission.
4.2 Variables
Independent 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 Thailand
developed by Bureau of Personnel Competency Development are below.
4.3.1 Sakonnakhon Technical College on “Design by Computer (3d)” and “Professional
Computer (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 procedure
The present study is considered research and development, which take ten months, and has the
following procedure:
5.1 Team preparation
5.1.1 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 Competency
Development
5.1.2 Recruitment information is sent out to all colleges participating in the pilot project. Each
college is required to list its teamwork including convenors’ names, educational and professional
backgrounds, and collaborative published work. The teamwork of three to five members must
comprise convenors of information technology, content, and web-based system management. It is
necessary to address topics they plan to develop collaboratively.
5.1.3 The Research Committee and the Committee appointed by Bureau of Personnel
Competency Development collaboratively select teamwork applicants. The selection criteria depend
on the following:
5.1.3.1 honored educational and professional backgrounds of convenors of each team;
5.1.3.2 convenors’ teaching experiences and presentations;
5.1.3.3 whether each team consists of specialists in information technology, content and web-
based system management;
5.1.3.4 teamwork of convenors will be supported to develop web- based training by their
executives; and
5.1.3.5 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 the
relationship between team members and their previous collaborative experiences. The Committees
also ask their colleagues or supervisors for opinions.
5.2 Teamwork competency development
46

5. 5.2.1 The Committees give information in detail to each teamwork in a formal meeting so that
they understand the project objectives and scope of study and allocate responsibility for each team
member.
5.2.2 The Committees install a learning management system on the network of Bureau of
Personnel Competency Development mainly using Moodle Program for web-based training
development.
5.2.3 Convenors of the pilot project will be trained in how to design a training management
system in particular on teaching system design for adults and content analysis. The trainings
emphasise 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 through
Moodle program, making a webpage, entitling a training, adding data resources, making activities
on web-based training and managing membership. Knowledge in teaching design will be integrated
to create web-based training.
5.2.5 Each convenor’s competency will be evaluated in particular on how he or she can operate
Moodle’s LMS using LMS assessment form consisting of 35 items. If any of them has lower
standard, 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 assessing
team members, training contents are set following instructional system design (ISD) outlined
below:
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 displays
a link and content levels, modules to show main topics of each lesson, and objectives for each main
topic as well as behavioural objectives for sub-topics.
3.Development: web-based training through content management and activities in Moodle’s
LMS is developed in the areas of titles, training descriptions, training objectives, and training
topics. 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 techniques
involve adding HTML blogs, scripts inserted in HTML mode, online video and word counts.
4.Implementation: all teamwork implements their developed web pages with convenors
affiliated with the pilot colleges. The implementation is online practice and this allows team
members to see if there is any problem with the web-based training they develop. They can then
correct the occurring problem through observations and interviews with convenors who try to use
the 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 and
capacity of web-based training
After the teamwork finish making content structures of their web-based training, team members
who are in charge of website design are trained to enhance their potentials. The additional training
will 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 learn
how to create different animations by using Macromedia Flash Program, a graphic animation type
of 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 create
interactive testing with trainees. Their work can be uploaded on their web-based training once they
finish it.
Stage 3: Implementing the developed web-based training
47

6. The teamwork implements their developed web-based training. This step allows them to garner
opinions and recommendations from web users, revise their web-based training accordingly, and
produce a six-step maintenance and assessment manual. First, each teamwork gives guidelines to
their colleagues on how to use the web-based training developed earlier and then assess the levels
of their satisfaction. Second, all the teamwork presents the assessment results which include level of
satisfaction and recommendations in the workshop. Third, each team produces a revised version of
instruction manual. Fourth, the teamwork summarises advantages and disadvantages in working as
a team and reports them to the Committees. Fifth, the Committees assess web-based training and
provide recommendations. Last, specialists and guest speakers from the same fields of web-based
training 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 a
web-based training that is completely developed. The main purpose of this offer is to test and
improve its operation and the teamwork uses this additional testing and assessing as a means to
certify their web-based training from specialists. Procedure in this stage has three steps. First, the
Research Committees hold a conference on web-based training in these areas: web training, training
manual, application result, and training satisfaction. Second, the Research Committees invite
specialists and quest speakers to assess and examine accuracy of content based on objectives using
the assessment of web-based training quality. Last, work that is successfully assessed with high
quality will be considered web-based training for vocational educators and team members will be
commended as teaching developers.
5.4 Concluding the research project
All 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; and
5.4.6 assessment of competency in working as a team.
6. Research procedure
Research 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 data
Data analysis is interpreted through use of frequency, means, percentage, standard deviation and
dependent t-test.
8. Research findings
Stage 1: Development results of web-based training by all teamwork
All teamwork could develop eight web-based training projects, which were in accordance with
the set hypothesis as follows:
Project 1: “Arrangement in Composition” by Chiangmai Vocational Education College
48

7. 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 of
assessment form of web-based training quality, consisting of 24 questions, 100 marks. All questions
were made up of four areas of assessment: content, instructional design, screen design and
techniques. 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 as
follows:
1. The level of the overall assessment is good (x̄ = 3.31, S.D. = 0.19), following the set
hypothesis;
2. The assessment of the level of the content is very good (x̄ = 3.82, S.D. = 0.09), of the
techniques is very good (x̄ = 3.72, S.D. = 0.25), of the teaching and learning design is
pretty 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 results
are 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 Education
Commission are more competent in LMS after the training at a significant level of .01, which is in
accordance 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. Discussion
The overall quality level of web-based training projects developed by all convenors teamwork
affiliated with the Office of Vocational Education Commission is good. The reasons are that the
developed web-based training projects follow instructional system design: analysis, design,
development, implementation and evaluation. Along with going through each step, the teamwork
49

8. 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 training
projects[7]. These apparently meet significant characteristics of efficient teamwork: individuals’
social interactions, shared objectives and goals, team structures, and collaborative roles and shared
feelings. Teamwork components include work design, composition of teamwork, other resources
and contexts influencing on teamwork, and process variably reflecting what has affected teamwork
[8].
10. Recommendations for future research
10.1 The same web-based training should be offered to other different teamwork of convenors
affiliated with the Office of Vocational Education Commission.
10.2 There should be a research team as to follow up and evaluate the web-based training
developed by teamwork of the pilot colleges.
11. Acknowledgements
Financial support was provided by the Bureau of Personnel Competency Development under the
office of Vocational Education Commission, Ministry of Education, Thailand.
References
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[3] Sukanda, R. (2003), A development of the participatory web-based training model based on a
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