Thailand Cyber University and the Best Practice for Open Online Courseware’s Services

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Paper presented at AROOC 2012 on Jan, 21, 2013 titled Thailand Cyber University and the Best Practice for Open Online Courseware’s Services By upannee Sombuntham & Jintavee Khlaisang

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Thailand Cyber University and the Best Practice for Open Online Courseware’s Services

  1. 1. Thailand Cyber University and the Best Practice for Open Online Courseware’s Services Supannee Sombuntham1 & Jintavee Khlaisang, Ed.D. 2 1Assistant Professor and Advisor to the TCU Project Thailand Cyber University Project, Bangkok, Thailand, ssupanne@gmail.com 2Assistant Professor, Department of Educational Technology and Communications, Chulalongkorn University, Bangkok, Thailand, jintavee.m@chula.ac.th
  2. 2. Thailand Cyber University and the Best Practice for Open Online Courseware’s Services• TCU OOC: Introduction• TCU OOC: The Overview• TCU OOC: User Analysis• TCU OOC: Summary
  3. 3. INTRODUCTIONTCU initiated project in related to This paper aims at presenting:the enhancement of OOC can be 1. the overview of OOCaddressed as follows: 2. the user analysis in accordance with the users’ satisfaction• TCU as a supporter for the collected from 2011 to 2012 production of the sharable Open 3. the summary of OOC based upon Online Courseware (OOC) the mentioned analysis as for the disseminating via UniNet. challenge and which should not be overlooked.• The sharable Open Online Courseware (OOC) which currently contain upto700 courses with more than 50,000 users have enrolled in one or more courses, and more than 600,000 users have visited the website since the starting of the project in 2005 (Thammetar, 2012)
  4. 4. TCU OOC : THE OVERVIEW Figure 2: Screenshot of TCU OOC (Example of user’ page after log in)Figure 1: Screenshot of TCU OOC (http://www.thaicyberu.go.th) Figure 3: Screenshot of TCU OOC (Example of the course after log in)
  5. 5. Self-paced Learning Courses as Classify by Organizations Total of Self-Paced Learning CoursesOrganizations No. of Courses %Kasetsart University 126 20.93Suan Dusit Rajabhat University 110 18.27Chulalongkorn University 68 11.30Naresuan University 57 9.47Group of Universities supported by OHEC 49 8.14King Mongkut’s Institute of Technology Ladkrabang 39 6.48The University of the Thai Chamber of Commerce 25 4.15Silpakorn University 12 1.99The Stock Exchange of Thailand 12 1.99Thailand Cyber University 11 1.83Microsoft (Thailand) Limited 11 1.83Mahasarakham University 10 1.66 Table 1: Total of Self-paced Learning Courses Classify by Organizations (the top 10 organizations developing the highest numbers of OOC)
  6. 6. Total Times and Number of Sessions Accessing Course During Year 2012 Total Time and No. of Sessions Accessing Courses (Top 10) Year 2012Total time No of sessions Average time Course name organization(minutes) 215,463 46,929 4.59 Tell Me More Thailand Cyber University 119,884 38,436 3.12 Learning Innovation Thepsatri Rajabhat University 95,757 3,098 30.91 Chemistry Prince of Songkla University 91,178 9,058 10.07 Java Programming Chulalongkorn University Curriculum 70,893 39,712 1.79 Thepsatri Rajabhat University Development 50,535 12,649 4.00 Computer in Business Chulalongkorn University Educational Suan Dusit Rajabhat University 49,470 11,229 4.41 Technology Facebook for 43,230 9,661 4.47 Thailand Cyber University instruction 42,749 7,786 5.49 Methods of Teaching Suan Dusit Rajabhat University Learning 42,729 17,161 2.49 Thepsatri Rajabhat University Management Table 2: Total Times and Number of Sessions Accessing Course During Year 2012 (The top 10 courses)
  7. 7. TCU OOC: USER ANALYSIS Number of Self-Paced Course Registrations Classified by Users’ Age GroupAge Group Total % 0-19 19,535 7.32 20-26 89,229 33.42 27-39 103,044 38.60 40-46 23,113 8.66 47-57 20.910 7.83 >= 58 11,156 4.18Grand Total 266,987 Number of Self-Paced Course Registrations Classified by Users’ Age Group
  8. 8. TCU OOC: USER ANALYSISNumber of Self-Paced Course Registrations Classified by Users’ OccupationOccupation Total %Student 98,870 37.03Government 56.164 21.04Officer/StaffEmployee 30,808 11.54Self-Employ 8,852 3.32Unemployed 5,956 2.23State Enterprise 5,008 1.88EmployeeN/A 61,329 22.97 Grand Total 266,987 Number of Self-Paced Course Registrations Classified by Users’ Occupation
  9. 9. TCU OOC: USER ANALYSIS Number of Self-Paced Course Registrations Classified by Users’ Education Level Education Level Total %Bachelor’s Degree 87,400 32.74Secondary Level 30,692 11.50Master’s Degree 23,895 8.95Diploma 8,072 3.02Vocational 6,861 2.57Primary Level 5,795 2.17Graduate Diploma 2,146 0.80Doctoral Degree 1,731 0.65Higher Graduate 1,397 0.52DiplomaN/A 98,998 37.08 Grand Total 266,987 Number of Self-Paced Course Registrations Classified by Users’ Education Level
  10. 10. TCU OOC: USER ANALYSIS Number of Self-Paced Course Registrations Classified by Users’ Access Time Access Time Total %Accessed less than 1 minute 1,230 1.99Accessed more than 1 minute but 34,241 55.38less than 1 hourAccessed more than 1 hour but 21,064 34,07less than 10 hoursAccessed more than 10 hours 5,296 8.57 Grand Total 61,831 Number of Self-Paced Course Registrations Classified by Users’ Access Time
  11. 11. TCU OOC: SUMMARY• English, teaching & learning, and science For further design & development & technology are the top 3 popular the content for each course, the subjects. three mentioned subject areas may• The average time access was 7 minutes be set as priority. per session. • The portion of the content in• Majority of the users were 27-39 & 20-26 each course should be contained years old. no longer than 30-60 minutes for• Most of the users were students and learning. government officers. • It should also be considered to• Most of the users have earned bachelor’s divide it into as many sub- degree. sessions as possible. For each• More than half of the users accessed session, it should contain the more than 1 minute but less than 1 hour. content that may take 5-7 minutes for learning.
  12. 12. TCU OOC: SUMMARYSummary & Discussion : • Concerning the content quality, it was found that the OOC has presented fact with no bias,• Findings were consistent with the along with the recognition of resource used in research findings by Khlaisang ( & the content. ) mentioned that in order to gain learners’ attractiveness & instructional • for the interface design and usability effectiveness, content should be testing of OOC, it was also in line with the concise, updated, and chunked research findings where the navigation, the accessibility, and the design quality are materials to help organize contents in appropriate & consistency. appropriate categories.• In terms of the content reliability, • As for the challenge of OOC to enter the OOC has addressed name and ASEAN learning community in 2015, the affiliation of the owners of the modification of some courseware existing in OOC that applicable for ASEAN context contents which are vital and would be should be considered. Some revision, such as, benefit of others for further references. adding English caption, or providing dual languages may be taken into consideration.
  13. 13. REFERENCES• Khlaisang, J. (2012). Analysis of the Cultural Factors Affecting the Proper Design of Website and Electronic Courseware for e-Learning in ASEAN. Proceedings of The 26th Annual Conference of Asian Association of Open Universities (AAOU2012), organized by the Open University of Japan and Association of Open Universities, Chiba, Japan, October 6-18,• Khlaisang, J. (2012). Proper Design of Website and Electronic Courseware for e-Learning in ASEAN: Cultural framework for Consideration. Proceedings of The National e-Learning Conference (NEC 2012) Integrating ASEAN Online Learning: Policy and Process, organized by Thailand Cyber University, Office of Higher Education Commission, August 16-18, 2012.• Khlaisang, J. (2011). E-Learning Website and Courseware: Current State and Future Trends. Proceedings of The National e-Learning Conference Open Learning - Open the World (NEC 2011), organized by Thailand Cyber University, Office of Higher Education Commission, August 9-10, 2011: pp. 49-58.• Khlaisang, J. (2010). Proposed Models Appropriate Website and Courseware for E-Learning in Higher Education: Research Based Design Models. Proceedings of the E-Learning 2010: World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education, organized by the Association for the Advancement of Computing in Education, Orlando, Florida, U.S.A. October 18-22, 2010. Pp. 1520-1529.• Sombuntham, S and Pinder, S. (2008). UE-learning - the fusion of u-Learning and e-Learning for sanook and serendipity. E-Journal of ICT for Learning.1(1), Thailand Cyber University, Office of Higher Education Commission.• Sombuntham, S. (2008). Establishing Cyber University and Reform of Higher Education: Thailand Cyber University Project. Asia-Pacific Collaborative Education Journal Volume VI, Novermber 2008 .• Sombuntham, S. and Theeraroungchaisri. (2006). Thailand Cyber University: The Strategic Move to Higher Education Reform. APRU DLI, Bangkok, Thailand. 155-162.• Thammetar, T. (2012). Thai Open Online Courseware. In T. Amiel & B. Wilson (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012 (pp. 272-275). Chesapeake, VA: AACE
  14. 14. Thailand Cyber University and the Best Practice for Open Online Courseware’s Services Supannee Sombuntham1 & Jintavee Khlaisang, Ed.D. 2 1Assistant Professor and Advisor to the TCU Project Thailand Cyber University Project, Bangkok, Thailand, ssupanne@gmail.com 2Assistant Professor, Department of Educational Technology and Communications, Chulalongkorn University, Bangkok, Thailand, jintavee.m@chula.ac.th

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