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Blended e-Learning Activities for the Information and Innovation Management Course: Its Outcomes of Graduate Students’Bangkok-Thonburi University. [IEC2012]


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Nilsook, P., and Wannapiroon, P. (2012). Blended e-Learning Activities for the Information and Innovation Management Course: Its Outcomes of Graduate Students’Bangkok-Thonburi University. The Proceeding of the Fourth TCU International e-Learning Conference 2012 (IEC2012): "Smart Innovations in Education and Lifelong Learning". June 14-15, 2012. Nonthaburi, Thailand. pp. 221-227.

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Blended e-Learning Activities for the Information and Innovation Management Course: Its Outcomes of Graduate Students’Bangkok-Thonburi University. [IEC2012]

  1. 1. - Proceedings 12 -13.30-14.50 Venue Session A Sapphire Chairperson: Mr. Buncha Samruayruen Room 1 Pibulsongkram Rajabhat University, Thailand A1 The Development of Online Instructional Media on Information Technology for Learning Pensri Srisawat Institute of Physical Education Suphanburi Campus, Thailand A2 Blended e-Learning Activities for the Information and Innovation Management Course: Its Outcomes of Graduate Students’ Bangkok-Thonburi University Prachyanun Nilsook Panita Wannapiroon King Mongkuts University of Technology North Bangkok, Thailand The development of learning management system in higher education level A3 Puvadon Buabangplu Rajamangala University of Technology Tawan-ok, Thailand The Development of an Electronic Training Program on Research for Learning Development for Science Learning Area Teachers at the A4 Elementary Education Level Rabiab Sittichai Sukhothai Tummatirad Open University, Thailand Session B Sapphire Chairperson: Dr. Pornsook Tantrarungroj Room 2 Chulalongkorn University, Thailand B1 Learning Management Systems of Mathematics Course by Moodle Sunisa Saiuparad Yootthaphong Simuang Siam Technology College, Thailand B2 Developing Science Teachers’ Understanding Nature of Science through New York Time’s Scientist at Work Science Blogs Pongprapan Pongsophon Kasetsart University, Thailand B3 Web-based Supplementary Learning in Breast Screening Kulachai Kultawanich Chulalongkorn University, Thailand B4 Flexible Learning Materials in e-Learning Lilibeth Francisco Taa SEAMEO INNOTECH, Philippines
  2. 2. - Proceedings 221 - Blended e-Learning Activities for the Information and Innovation Management Course: Its Outcomes of Graduate Students at Bangkok-Thonburi University Prachyanun Nilsook1 Panita Wannapirun2 1-2 Department of Information Technology and Educational Communication, King Monkut’s University of Technology North Bangkok, research, which requires learners to practice The objective of this research was to independent study. In the same direction,investigate how blended e-Learning students are expected to analyze theoriesactivities for the Information and and principles on a profound basis in orderInnovation Management Course would to create a novel body of knowledge and aaffect learning outcomes of graduate knowledge structure of their own.students of Bangkok-Thonburi University. Participatory learning and instruction is aThe blended e-Learning course was pedagogical approach aiming atconducted in both face-to-face and online administrative learning to participate inlearning settings by using activities and knowledge management with an emphasisassignments such as exercises, homework, on student-centered approach that enablesresearch and organizational analysis on learners to specify their content knowledgeinformation management. Bangkok- and research content as well as learnerThonburi University’s 90 graduate students autonomy. Learners’ participation ison Srisaket Campus were recruited with use associated with content-based courseof a method of simple sampling. The description which specifically leads toresearch findings revealed that students had learners’ requirement for their learnerlearning outcome at a good level and autonomy and research.satisfaction of blended e-Learning activities The Information and Innovationat the highest level. Course is a major subject matter required for graduate study. Instructors are thereforeKeywords: e-Learning, blended learning, responsible to develop e-Learning systemsonline learning activity on the Internet as a medium of teaching and learning in a graduate study level, which1) Introduction needs availability where the Internet exists. Learning management in a graduate Students must be able to review theirlevel refers to excelling in knowledge and lessons outside the classroom. Blended e-
  3. 3. - Proceedings 222 -Learning activities are developed by 2.2) To examine the outcomes ofdeploying samples and case studies on students employing blended e-Learninginformation and innovation management activities in the Information and Innovativeonline activities to supplement graduate Management Course; andstudents on knowledge development. 2.3) To survey students’ satisfaction onStudents are also able to consult their e-Learning teaching approach by usinginstructors online. The online system blended e-Learning activities.enables students to analyze and synthesizeinformation and innovation management in 3) Scope of Studyvarious aspects of the content-based The population of this research wasactivities. all graduate students of Bangkok-Thonburi The researchers being as graduate University, enrolled in the entire academicinstructors develop teaching and learning year of 2010.methods for online lessons in accordance The samples were graduate studentswith education management framework. of Bangkok-Thonburi University, taking theThe online lessons are created based on Information and Innovation Managementlearners’ requirement and participation. Course on Srisaket Campus in the academicStudents’ participation enables them to learn year of 2010. The total recruited studentsfrom their autonomy experiences in were 90.information and innovation management aswell as the processes and methods of Research Variableslearning case studies in modern learning Independent variables were:processes. The University also benefits 1. e-Learning of thefrom these activities in establishing online Information and Innovationactivities and learning for its prospective Management Coursegraduate students. 2. blending e-Learning approach2) Research Objectives Dependent variables were:2.1) To develop e-Learning module for 1. learning outcomesthe Information and Innovative 2. five areas of satisfactionManagement Course by using blended including content and style,learning online activities for undergraduate testing, visual aids and language,students; letters and colors, and lesson management.
  4. 4. - Proceedings 223 - 4. Pertinent Literature Review Internet. Therefore, the Office decided to E-Learning is defined as organize a project known as Thailand Cyberteaching and learning techniques with use University (TCU) to provide all citizensof electronic media that enhance learners from all professions with e-Learningautonomy. It is obvious to see that web- services through Inter-University Network:based instruction and e-Learning have UniNet). The purpose was to create moreplayed a vital role in teaching and learning opportunity for all citizens to pursue theirat tertiary levels. A large number of higher education, which would makeuniversities overseas offer courses online learning-based society. For TCUthrough e-Learning, and so does Thailand. preparation, the Office initially promoted Trends in use of technology to and encouraged state university lecturers toextend economy in the 21st century show an produce online modules collaboratively soincreasing use of electronic communication, that they could share their work duringespecially on the Internet. Such increase 1997 and 2003. The modules of 128manifests in all sectors particularly courses were completed. By the budget ofschooling. More tertiary institutions are fiscal year 2005, other 331 subjects wereoffering teaching and learning online. expected to finish.Many universities in other countries offer In addition, high quality e-degree programs online as well. Each Courseware, especially foundations ofprogram is called differently, for example, engineering courses, were produced bydistance education, education dissemination, Faculty of Engineering, Kasetsartonline education, web-based teaching University. The purpose was to aidcourses, or e-Learning (Lao and Gonzales, teaching in a face-to-face or regular2005). Despite these name differences, classroom, get learners attention and helpthere is no confusion of teaching and learners to understand more of the courselearning through e-Learning system. In fact, content. In terms of learning managementit regards the issue of identity that each system (LMS), the Office of the Nationalinstitution wants to present its own Education Commission hired theuniqueness. Continuing Education, Center Chlalongkorn The Office of the National to develop computer system, whichEducation Commission (2005) is included content management systemresponsible for all tertiary institutions (CMS) and students management systemthroughout Thailand and has policy to (SMS). All of these systems are actually e-promote the national education through the Learning. Moreover, other universities
  5. 5. - Proceedings 224 -have widely applied e-Learning to their learners like primary or secondary.pedagogy. On one hand, educational 5) Research Procedureinstitutions have increasingly added The research team starts developingteaching and learning in the form of e- the system by analyzing course content andLearning. On the other, several state and e-Learning design. Data were thenprivate sectors have placed an emphasis on garnered from graduate students as follows:applying electronic media to virtual 1. Data were collected by means oflearning. The electronic media are tools that lecturers’ and students’ participatory processcan reduce training costs as compared to the or experimental study. The process beganold-fashioned style of sending off staff to with content analysis, scope of contenttraining programs in remote areas or hiring design, determination of objectives, anda quest speaker along with renting a training writing script and flowchart. This processroom. The electronic media are low cost were monitored on LMS.because they can be re-used many times and 2. After collaborativethe organizers can control the training development of e-Learning, the researcherscontent and assess trainees systematically. gave Moodle e-Learning training program E-Learning is considered an to students to enable them to studyappropriate tool for educational independently through e-Learning web:management at a tertiary level because Students’learners are mature enough to be knowledge were also assessed using anresponsible for themselves and the learning achievement test.and teaching program. In addition, learners 3. The researchers combinedare adequately competent in use of lecturing with blended e-Learning, whichinformation technology, handling with tools included exercises, homework, research andon the e-Learning system comfortably. organizational analysis of informationSimilar to use of e-Learning for training, management. Students were assigned to dotrainees must learn how to operate the activities during all lecture sessions andonline system in accordance with the exchange their ideas through e-Learningorganization’s requirements. This argument system.can be concluded that e-Learning suits adult 4. Undergraduate studentslearners whose maturity is full and it is spent half or 50 percent of their regular-good for tertiary students who are ready to class time studying the Information andenter the real world rather than younger Innovation Management. They did 50
  6. 6. - Proceedings 225 -percent of activities and additionally years, 19 people (21%) between 11 and 15research according to each lesson to share years, 13 people (14%) between 16 and 20with their classmates. years, and 22 people (24%) more than 25 5. After students studied the years.content of the Information and Innovation The findings of blended learning forManagement in each session, they would the Information and Innovationneed to take an achievement test. Then they Management Course through e-Learninghad to complete exercises online. After activities showed that the graduate studentsfinishing all exercises for all contents, of Bangkok-Thonburi University couldstudents were required to take the same achieve in their learning at a high or goodachievement test again. level or 84.59 %. Their learning outcome 6. Both lecturers and students through e-Learning activities averagedfirst co-assessed quality of e-Learning. 42.83 % and 41.76 % for their learningThen a specialist was invited to assess the from a regular class.developed e-Learning. The four assessment The overall satisfaction of thecriteria were adopted from Department of students with blended learning through e-Academic Affairs. Learning was at the highest level ( x = 4.61). 7. Lecturers and students co- However, when considering each criterion,summarized the process and procedure of e- they were highly satisfied with all of it:Learning activity development, adopted as content and style of blended learningteaching techniques. They also offered through e-Learning activities ( x = 4.62);ways to improve and develop more testing ( x = 4.67); visual aids and languageappropriately. ( x = 4.58); letters and colors ( x = 4.56); and lesson management ( x = 4.63).6) Findings The research participants’ 7) Discussiondemographics were 30 males (33%), 60 The learning outcomes of blended e-males (67%), totally 90 people. Their ages Learning activities for the Information andranging between 30 and 39 comprise 22 Innovation Management Course atpeople (24%), between 40 and 49 comprise Bangkok-Thonburi University were good.37 (41%) and over 50 comprise 13 (14%). Their learning outcomes from e-LearningThe length of their work experience varied activities and a regular class were bothas follows: 19 people (21%) less than 5 good. Most students agreed to organizeyears, 10 people (11%) between 5 and10
  7. 7. - Proceedings 226 -blended learning, which combined online 8) Conclusionwith regular class time because this The blended e-Learningapproach would help reduce their problem management is an appropriate approach toof being absent from the classroom when teach tertiary students. The reason is thatthey could not make it to either one of they are experiential and mature enough tothose. Teaching materials from both study independently without learning face-textbooks and electronics as well as to-face in the classroom alone. If lecturesappropriate learning settings were of manage to blend learning activities in aessence (Precel, Eshet-Alkalai, and regular classroom with appropriation,Alberton, 2009). The analysis can imply students can likewise learn at an appropriatethat the blended e-Learning module should level, by themselves and at virtual developed into different activities, which Such independent learning characterizeshelp enhance students’ learning. This undergraduate students who are not onlyimplication is parallel with a study learners but also academics.conducted by Theprasan et al (2010)synthesizing blended learning and teaching 9) Acknowledgementwith use of collaborative learning We would like to express ourtechniques and resulting in better learning. gratitude to Dr Warath Prueksakulanun who Managing blended e-Learning in the is not only a specialist of the Office ofresearch for four hours per week, two hours Strategy Management and Integration infor face-to-face learning in a regular class Education No. 4, the Office of the Permanentand another two hours for online learning Secretary, Ministry of Education but also a co-was seen to be a 50/50 combination. This adjunct lecturer of the Information andincluded the course content equally divided Innovation Management Course, Bangkok-into a half between the fact-to-face and Thonburi Univeristy, assisting us in systemonline learning for two hours each. The and website’ overall satisfaction with theblended learning model was the highest 10) Referencesbecause they were undergraduate students Clark, C.R. and Mayer, E.R. (2003)who could study independently apart from e-Learning and the Science of Instruction.face-to-face learning in the classroom. San Francisco: John Wiley and Son. Cross, F. (2004). The Future of e- Learning. On the Horizon. Volume12; Number 4, 2004. pp.150-156
  8. 8. - Proceedings 227 - E-learning, Ramkhamhaeng Salinan Theprasan, MontchaiUniversity (2007). Available at Thienthong and Charan Sanrach. The Synthesis of a Model of Blended Learning E-learning, Sukhothai Thammathirat Using Collaborative Learning TechniquesOpen University (2007). Available at: with Scaffold System. The Journal of KMUTNB., Vol. 20, No. 3, Sep. - Dec. Lao, T and Gonzales, C. (2005) 2010, pp. 610-619.“Understanding Online Learning Through Teo, C.B. and Gay, R.L. “Aa Qualitative Description of Professors Knowledge-Driven Model to Personalize E-and Students Experiences,” Journal of Learning,” Journal of EducationalTechnology and Teacher Education. 13(3), Resources in Computing, Vol. 6 , No.1,2005 : p. 459-474. March 2006. p 1-15. Office of the Civil Service Thai Cyber University (2007).Commission (2007). Available at: Available at http://www.thaicyberu.go.th Office of the Higher EducationCommission (2005). Thai Cyber University.Bangkok. Available at Office of the National ResearchCouncil of Thailand (2007). Online Lessonson Research. Bangkok. Available at : Precel, K., Eshet-Alkalai, Y. andAlberton, Y. (2009) Pedagogical and DesignAspects of a Blended Learning Course.International Review of Research in Openand Distance Learning.Volume 10, Number2, 2009.p 1-15.