Khlaisang, J. (2013). Social Media Based Courseware for ASEAN Open Education: Opportunity and New Challenge. The Asia Regional OpenCourseWare and Open Education Conference 2012, organized by Japan Opencourseware Consortium and Office of the Higher Education Commission, Thailand, January 21-22, 2013.
THE SUITABILITY OF SELECTED SOCIAL MEDIA FOR LANGUAGE EDUCATIONijejournal
This study determined the factors that influence the application of social media to teaching-learning process; investigated applicable choice of social media relevant in the teaching-learning process and; determined the impact of social media on students’ language learning. Descriptive survey research design was employed. The population consist all Basics 6-9 school pupils in Osun State, Nigeria. Multistage sampling procedure was adopted. 670 pupils were sampled using stratified sampling procedure. A selfdeveloped instrument titled ‘Social Media Teach (SMT)’ with reliability coefficient of 0.762 was used to collect data. Pearson correlation and simple percentages were used in analysis. The study found the factors influencing application of social media to teaching-learning process include ease of access to learning materials (77.5%); freedom of expression (62.5%); increase interaction (language use) between peers (60%) and; improving pupils’ language skills (55%). The factors accentuated that social media has a place in language education. Study also found some social media applications appealing to learners in language education in the study area to include Google+, YouTube, WhatsApp, Facebook, Instagram and Twitter. The study further revealed positive relationship between the integration of social media into language education and performances in school (r = 0.245, p ˂ 0.05). Study concludes that the integration of social media in language education will improve language skills, expressions and school performance at basic schools.
Education is a basic need for every human being and
digital education is the current trend and necessity for every
students or learners to be more focused in their learning. In this
paper authors worked with these current phenomena. Digital
education helps students or learners to gather knowledge in
easier and different ways than before. It also reduces the learning
time. In traditional education system we were mostly dependent
on text book or in instructor’s speech. But nowadays it is easier to
find any text book or any other learning materials by using
digital educational tools. Another charismatic change that
transformed human life is social networking. In terms of digital
education social networks contribute a good portion of education.
Among social networking services, Facebook has become most
popular for communication with familiar and unfamiliar
persons. The impact of the use of Facebook on students is very
impactful. In this paper authors conducted a survey on various
students for understanding the digitalization effect on
educational purpose. Machine learning was applied for classified
the happy and unhappy student with digitalization where focused
time spent on educational purposes. Finally authors provided an
analytical summary of digitalization effect on education based on
their survey.
EFL Students’ Perceptions and Attitudes towards Facebook as anEducational Lea...inventionjournals
The purpose of this study was to examine EFL students’ perceptions and attitudes towards Facebook as an educational learning tool.Participants were twenty eight undergraduate female students who experienced teaching and learning through Facebook and some classroom and face-to-face sessions. The researcher, to collect data, prepared and used two instruments; The first was face-to-face interview, while the second was Facebook Perception and Attitudes Questionnaire. Having conducted interviews, and administered the Facebook Perception and Attitudes Questionnaire, data were analyzed quantatively and qualitatively. The findings revealed that students had high and positiveperceptions of Facebook and its activities as a learning environment. Also, students had good and favourable attitudes towards using Facebook on teaching and learning.
The Social Media Use and the Study Habits of MillennialsAJHSSR Journal
Social media use and social networking poured internationally in the present that no academic
institutions could stop its impact on education. Researches were conducted on the impact of these technologies
and its effectivity to certain school conditions. Hence, this study aimed at describing the extent of the usage of
social media as a vehicle to the improvement of study habits of the Carolinians especially to the stratified
proportionate and randomly chosen 50 Grade Ten students of the University of San Carlos, Basic Education
Department – South Campus in Cebu City, Philippines. Descriptive survey research using simple percentage,
mean and standard deviation was done using an adapted survey questionnaire which was tested for face and
content validity. To obtain reliability, the tool was pilot tested and was proven to be reliable (α = 0.891) using
Cronbach‘s Alpha. Based on the gathered data, students spent most of their time in social networking sites
whether on a typical day (28%) or weekend (46%) and they usually do this inside their bedroom (46%) or in an
internet café (54%) outside. They usually use their mobile phones (76%) to visit social sites and the majority
(34%) received less parental support. In terms of the students‘ level of study habit, it was rated average ( x =
3.32, SD = 0.33). This means that the use of social media does not give a negative influence on the study habits
of the students in this study. Even if most of them utilized whatever available technology they have such as their
mobile phones and they spend most of their time on internet cafés, it was recommended that parental
involvement and teachers‘ wise use of technology, pedagogy, and content should be strengthened for these
partners still play a significant role in achieving success both in instruction and education.
THE SUITABILITY OF SELECTED SOCIAL MEDIA FOR LANGUAGE EDUCATIONijejournal
This study determined the factors that influence the application of social media to teaching-learning process; investigated applicable choice of social media relevant in the teaching-learning process and; determined the impact of social media on students’ language learning. Descriptive survey research design was employed. The population consist all Basics 6-9 school pupils in Osun State, Nigeria. Multistage sampling procedure was adopted. 670 pupils were sampled using stratified sampling procedure. A selfdeveloped instrument titled ‘Social Media Teach (SMT)’ with reliability coefficient of 0.762 was used to collect data. Pearson correlation and simple percentages were used in analysis. The study found the factors influencing application of social media to teaching-learning process include ease of access to learning materials (77.5%); freedom of expression (62.5%); increase interaction (language use) between peers (60%) and; improving pupils’ language skills (55%). The factors accentuated that social media has a place in language education. Study also found some social media applications appealing to learners in language education in the study area to include Google+, YouTube, WhatsApp, Facebook, Instagram and Twitter. The study further revealed positive relationship between the integration of social media into language education and performances in school (r = 0.245, p ˂ 0.05). Study concludes that the integration of social media in language education will improve language skills, expressions and school performance at basic schools.
Education is a basic need for every human being and
digital education is the current trend and necessity for every
students or learners to be more focused in their learning. In this
paper authors worked with these current phenomena. Digital
education helps students or learners to gather knowledge in
easier and different ways than before. It also reduces the learning
time. In traditional education system we were mostly dependent
on text book or in instructor’s speech. But nowadays it is easier to
find any text book or any other learning materials by using
digital educational tools. Another charismatic change that
transformed human life is social networking. In terms of digital
education social networks contribute a good portion of education.
Among social networking services, Facebook has become most
popular for communication with familiar and unfamiliar
persons. The impact of the use of Facebook on students is very
impactful. In this paper authors conducted a survey on various
students for understanding the digitalization effect on
educational purpose. Machine learning was applied for classified
the happy and unhappy student with digitalization where focused
time spent on educational purposes. Finally authors provided an
analytical summary of digitalization effect on education based on
their survey.
EFL Students’ Perceptions and Attitudes towards Facebook as anEducational Lea...inventionjournals
The purpose of this study was to examine EFL students’ perceptions and attitudes towards Facebook as an educational learning tool.Participants were twenty eight undergraduate female students who experienced teaching and learning through Facebook and some classroom and face-to-face sessions. The researcher, to collect data, prepared and used two instruments; The first was face-to-face interview, while the second was Facebook Perception and Attitudes Questionnaire. Having conducted interviews, and administered the Facebook Perception and Attitudes Questionnaire, data were analyzed quantatively and qualitatively. The findings revealed that students had high and positiveperceptions of Facebook and its activities as a learning environment. Also, students had good and favourable attitudes towards using Facebook on teaching and learning.
The Social Media Use and the Study Habits of MillennialsAJHSSR Journal
Social media use and social networking poured internationally in the present that no academic
institutions could stop its impact on education. Researches were conducted on the impact of these technologies
and its effectivity to certain school conditions. Hence, this study aimed at describing the extent of the usage of
social media as a vehicle to the improvement of study habits of the Carolinians especially to the stratified
proportionate and randomly chosen 50 Grade Ten students of the University of San Carlos, Basic Education
Department – South Campus in Cebu City, Philippines. Descriptive survey research using simple percentage,
mean and standard deviation was done using an adapted survey questionnaire which was tested for face and
content validity. To obtain reliability, the tool was pilot tested and was proven to be reliable (α = 0.891) using
Cronbach‘s Alpha. Based on the gathered data, students spent most of their time in social networking sites
whether on a typical day (28%) or weekend (46%) and they usually do this inside their bedroom (46%) or in an
internet café (54%) outside. They usually use their mobile phones (76%) to visit social sites and the majority
(34%) received less parental support. In terms of the students‘ level of study habit, it was rated average ( x =
3.32, SD = 0.33). This means that the use of social media does not give a negative influence on the study habits
of the students in this study. Even if most of them utilized whatever available technology they have such as their
mobile phones and they spend most of their time on internet cafés, it was recommended that parental
involvement and teachers‘ wise use of technology, pedagogy, and content should be strengthened for these
partners still play a significant role in achieving success both in instruction and education.
Encouraging knowledge sharing using webIJMIT JOURNAL
As the technology continuous to advance, new technologies have emerged with the capability to
revolutionize knowledge sharing practices. Web 2.0 exemplifies such new technologies, which provides
dynamic way of interactions of people and businesses. In learning environment, Web 2.0 technologies
support and enhance teaching and learning of students. Therefore, the main aim of this study focuses on the
determining the ways to encourage knowledge sharing through web 2.0 technologies from students’ point
of views. A total of 287 students responded to the online questionnaire in International Islamic University
Malaysia (IIUM). Descriptive statistics was used in data analysis. The results show that students used web
2.0 technologies in learning and sharing knowledge among them. In addition, the study found eight items
on ways to encourage and enhance knowledge sharing among students in the University. These items
include Create Awareness, Provide facilities, Internet Accessibility, Ease of use, Encourage Teamwork,
Materials Availability, Improved and Response, and Motivation.
The purpose of this study is to discuss about utilization of Whatsapp application as discussion media in Blended Learning. This study sought to integrate learning technologies to improve the quality of student's learning. Messenger application is used to communicate synchronously, so it can be positioned as a discussion media. This study focused on Whatsapp capabilities can be utilized to conduct in online learning of Blended Learning. This study aims to describe the discussion media. This study through the literature review that outlines the stages of Blended Learning using Whatsapp application as a discussion media by using qualitative methods. The result shows that Whatsapp application utilization as a discussion media in Blended Learning sessions initiated by offline using conventional methods, so the online session focused on the discussion as indicated by dialogue and interaction among participants.
In this paper, the author provides insights and lessons that can be learned from colleagues at American universities about their online education experiences. The literature review and previous studies of online educations gains are explored and summarized in this research. Emerging trends in online education are discussed in detail, and strategies to implement these trends are explained. The author provides several tools and strategies that enable universities to ensure the quality of online education. At the end of this research paper, the researcher provides examples from Arab universities who have successfully implemented online education and expanded their impact on the society. This research provides a strategy and a model that can be used by universities in the Middle East as a roadmap to implement online education in their regions.
EXTENT INFORMATION RESOURCES PROVISION OF NATIONAL OPEN UNIVERSITY OF NIGERIA...AkashSharma618775
This work examined the extent Information resources provision of National Open University of Nigeria
meet the information needs of their students in Southeast Nigeria. Three research questions guided the study.
Descriptive survey research design was adopted for the study. The population of the study comprised 42,200
NOUN Students from four study centers in southeast out of which 2111 were sampled. Random sampling
technique was used to draw the sample. Instrument for data collection was a structured questionnaire. Its
reliability was established using Cronbach alpha. Data collected was analyzed using arithmetic mean. From the
analysis, given that the various information resources needed by students are to a high extent, more so the
provided information resources by NOUN to its students to meet their information need are to a low extent.
However these were not without challenges ranging from poor funding, inadequate provision of information
resources, and irregular power supply and so on but they further highlighted some solutions to the challenges.
Based on the findings, the study recommends that the stakeholders should oftentimes conduct a resources
verification exercise on the resources and facilities of the NOUN programme and they should also ensure that the
policy and the vision statement that established the NOUN programme are strictly followed.
THE ROLES OF INFORMAL INTERNET TOOLS IN SUPPORTING FORMAL LEARNING IN SAUDI A...caijjournal
The study explores the applications of informal Internet tools on improving the learning outcomes, academic achievements and career advancement of the Saudi Arabian university students. A systematic review of studies conducted on various institutions of higher learning across Saudi Arabia enabled the researcher to evaluate the trends in the use of informal digital learning tools. The paper pools evidences from multiple studies of similar design to examine the strengths, weaknesses and gaps in the applications of digital technology in improving the learning outcomes, skills and knowledge acquisition among the university students.The internet tools present the best platform for reflective practice, exhaustive knowledge sharing, skills upgrade and accessing unlimited support services. The students capitalize on the autonomy resulting from the informal environment to source multiple data from as many stakeholders as possible thereby gaining holistic perspective of their areas of interest, career and other value adding co curricular activities.The informal internet technologies have not only grown to become essential tools for reinforcing the formal learning activities but also critical requirements for developing social competence, interpersonal skills, and creativity.
The Impact of Social Media Technologies on Adult Learning IJECEIAES
Technology and social media have presented significant tools for adult learners to learn and advance continually. Fast technological advancements have enabled development of technologies used for learning. Expansion of various tools has given professors, educaters, trainers, instructers, many alternatives towards the implementation of the technology supported learning. The use of social media can improve adult learning outcomes and academic accomplishment. Social media is increasingly proven to be beneficial in adult learning and has a huge potential for adult education. This paper sheds some lights on benefits of social media for adult learners, this is incorporated through the review of previous work and some barriers that encounters social media for learning purposes. Also some social media models are reviewed to show the growth and effect of social media in adult learning context, and suggestions and recommendations are provided.
The Use of Teachers Communication Forum Through an Open Educational Resource ...AJHSSR Journal
:The purpose of this study was to examinethe use of discussion or communication forum for
teachers as one of the features provided in the Guru Pintar Online website. There were 240 respondents
participated in the study. The instrument in the study was consisted of a list of questionsrelated to the use of the
communication forum. In addition to the questionnaire, this study used a focus group discussion to collect
information on the use of the communication forum in depth. The results showed that the majority of
respondents(94%) use the Guru Pintar Online in order to increase their knowledge on learning materials and
teaching strategies. The results also indicated that 97% respondents enjoycommunicatingwithcolleagueson
learning issues and 88% of participants agreed that the forum becoming a tooltoseek
helpfromcolleaguesandpeers. In general, the result showed a positive attitude towards the use of the Internet,
and the majority of respondents wereintent to use the website continuously. The use of Guru Pintar Online
website has given an excellent result as a means of providing clinical services to teachers
Graduate students' attitude towards e learning a study case at imam universityDr. Ahmed Farag
In the past few years, a new wave of many technologies, particularly the Internet has emerged with the potential to further enhance the teaching and learning environment in higher education. Many studies in the recent years have shown that E-learning use in the classrooms has increased over the past years. However, the process of E-learning and its applications is limited in the Kingdom of Saudi Arabia. Through this empirical study, a limited research was initiated to track the perceptions of the students toward the E-learning. The results indicate an overall positive attitude towards the E-learning
The fast development of information, communication
and technologies (ICT) has initiated an unparalleled
transformation in universities all over the world. This
development of technology and learning is offering new
techniques to represent knowledge, new practices, and new global
communities of students. E -learning is now increasing as the
advance model for teaching and learning process in higher
education. However, the integration of e-learning system in
higher education is not an easy task because of some challenges.
The aim of this paper is to analyses the impacts of demographic
factors of students on their attitudes towards e-learning. Student
attitudes and beliefs towards e-learning are regarded as success
determinants of future e-learning initiatives. An analysis of
relationships between student attitudes towards e-learning and
their demographic characteristics: gender, study year, study
program and e-learning knowledge is also included. The study
was conducted for measuring the attitude of university students
towards e -learning in University of Tetovo by taking 223
students from different study program and different study year.
In this paper was used questionnaire to collect data from a
sample of undergraduate students. Statistical techniques are used
for the analyses of data. The result revealed that students’ have
high attitude towards e-learning and their attitude scores did not
differ significantly according to gender, but on the other hand
results indicate there was difference according to study year,
study program and e-learning knowledge of students . The
reported findings might be of interest to academics,
administrators, and decision-makers involved in planning,
developing and implementation of future e-learning strategies in
Macedonia and similar developing countries. The obtained data,
from such study, can provide information about what academic
institutions can do before implementing e-learning to reduce and
overcome the challenges in implementing e-learning in
universities.
92INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) INEQUITIES: A COMPARATIVE LI...ijejournal
Globally, the potential of ICT has resulted in mass deployment, transforming the educational landscape in accordance with 21st-century demands. The diffusion of ICT within education has shown tremendous benefits, positively impacting students and teachers in learning, instruction, engagement, and assessment (Fu, 2013). However, the widespread application of technology to address education access and quality has not been universally adopted for various reasons, resulting in the exclusion of critical segments of the world's population. As a result of the current technology inequities, the current literature review focuses on access to and use of ICT within education. More specifically, it seeks to explore: What does the comparative and international research say regarding the factors that facilitate access to and use of ICT among underserved K-8 education populations in the United States and Liberia?
Encouraging knowledge sharing using webIJMIT JOURNAL
As the technology continuous to advance, new technologies have emerged with the capability to
revolutionize knowledge sharing practices. Web 2.0 exemplifies such new technologies, which provides
dynamic way of interactions of people and businesses. In learning environment, Web 2.0 technologies
support and enhance teaching and learning of students. Therefore, the main aim of this study focuses on the
determining the ways to encourage knowledge sharing through web 2.0 technologies from students’ point
of views. A total of 287 students responded to the online questionnaire in International Islamic University
Malaysia (IIUM). Descriptive statistics was used in data analysis. The results show that students used web
2.0 technologies in learning and sharing knowledge among them. In addition, the study found eight items
on ways to encourage and enhance knowledge sharing among students in the University. These items
include Create Awareness, Provide facilities, Internet Accessibility, Ease of use, Encourage Teamwork,
Materials Availability, Improved and Response, and Motivation.
The purpose of this study is to discuss about utilization of Whatsapp application as discussion media in Blended Learning. This study sought to integrate learning technologies to improve the quality of student's learning. Messenger application is used to communicate synchronously, so it can be positioned as a discussion media. This study focused on Whatsapp capabilities can be utilized to conduct in online learning of Blended Learning. This study aims to describe the discussion media. This study through the literature review that outlines the stages of Blended Learning using Whatsapp application as a discussion media by using qualitative methods. The result shows that Whatsapp application utilization as a discussion media in Blended Learning sessions initiated by offline using conventional methods, so the online session focused on the discussion as indicated by dialogue and interaction among participants.
In this paper, the author provides insights and lessons that can be learned from colleagues at American universities about their online education experiences. The literature review and previous studies of online educations gains are explored and summarized in this research. Emerging trends in online education are discussed in detail, and strategies to implement these trends are explained. The author provides several tools and strategies that enable universities to ensure the quality of online education. At the end of this research paper, the researcher provides examples from Arab universities who have successfully implemented online education and expanded their impact on the society. This research provides a strategy and a model that can be used by universities in the Middle East as a roadmap to implement online education in their regions.
EXTENT INFORMATION RESOURCES PROVISION OF NATIONAL OPEN UNIVERSITY OF NIGERIA...AkashSharma618775
This work examined the extent Information resources provision of National Open University of Nigeria
meet the information needs of their students in Southeast Nigeria. Three research questions guided the study.
Descriptive survey research design was adopted for the study. The population of the study comprised 42,200
NOUN Students from four study centers in southeast out of which 2111 were sampled. Random sampling
technique was used to draw the sample. Instrument for data collection was a structured questionnaire. Its
reliability was established using Cronbach alpha. Data collected was analyzed using arithmetic mean. From the
analysis, given that the various information resources needed by students are to a high extent, more so the
provided information resources by NOUN to its students to meet their information need are to a low extent.
However these were not without challenges ranging from poor funding, inadequate provision of information
resources, and irregular power supply and so on but they further highlighted some solutions to the challenges.
Based on the findings, the study recommends that the stakeholders should oftentimes conduct a resources
verification exercise on the resources and facilities of the NOUN programme and they should also ensure that the
policy and the vision statement that established the NOUN programme are strictly followed.
THE ROLES OF INFORMAL INTERNET TOOLS IN SUPPORTING FORMAL LEARNING IN SAUDI A...caijjournal
The study explores the applications of informal Internet tools on improving the learning outcomes, academic achievements and career advancement of the Saudi Arabian university students. A systematic review of studies conducted on various institutions of higher learning across Saudi Arabia enabled the researcher to evaluate the trends in the use of informal digital learning tools. The paper pools evidences from multiple studies of similar design to examine the strengths, weaknesses and gaps in the applications of digital technology in improving the learning outcomes, skills and knowledge acquisition among the university students.The internet tools present the best platform for reflective practice, exhaustive knowledge sharing, skills upgrade and accessing unlimited support services. The students capitalize on the autonomy resulting from the informal environment to source multiple data from as many stakeholders as possible thereby gaining holistic perspective of their areas of interest, career and other value adding co curricular activities.The informal internet technologies have not only grown to become essential tools for reinforcing the formal learning activities but also critical requirements for developing social competence, interpersonal skills, and creativity.
The Impact of Social Media Technologies on Adult Learning IJECEIAES
Technology and social media have presented significant tools for adult learners to learn and advance continually. Fast technological advancements have enabled development of technologies used for learning. Expansion of various tools has given professors, educaters, trainers, instructers, many alternatives towards the implementation of the technology supported learning. The use of social media can improve adult learning outcomes and academic accomplishment. Social media is increasingly proven to be beneficial in adult learning and has a huge potential for adult education. This paper sheds some lights on benefits of social media for adult learners, this is incorporated through the review of previous work and some barriers that encounters social media for learning purposes. Also some social media models are reviewed to show the growth and effect of social media in adult learning context, and suggestions and recommendations are provided.
The Use of Teachers Communication Forum Through an Open Educational Resource ...AJHSSR Journal
:The purpose of this study was to examinethe use of discussion or communication forum for
teachers as one of the features provided in the Guru Pintar Online website. There were 240 respondents
participated in the study. The instrument in the study was consisted of a list of questionsrelated to the use of the
communication forum. In addition to the questionnaire, this study used a focus group discussion to collect
information on the use of the communication forum in depth. The results showed that the majority of
respondents(94%) use the Guru Pintar Online in order to increase their knowledge on learning materials and
teaching strategies. The results also indicated that 97% respondents enjoycommunicatingwithcolleagueson
learning issues and 88% of participants agreed that the forum becoming a tooltoseek
helpfromcolleaguesandpeers. In general, the result showed a positive attitude towards the use of the Internet,
and the majority of respondents wereintent to use the website continuously. The use of Guru Pintar Online
website has given an excellent result as a means of providing clinical services to teachers
Graduate students' attitude towards e learning a study case at imam universityDr. Ahmed Farag
In the past few years, a new wave of many technologies, particularly the Internet has emerged with the potential to further enhance the teaching and learning environment in higher education. Many studies in the recent years have shown that E-learning use in the classrooms has increased over the past years. However, the process of E-learning and its applications is limited in the Kingdom of Saudi Arabia. Through this empirical study, a limited research was initiated to track the perceptions of the students toward the E-learning. The results indicate an overall positive attitude towards the E-learning
The fast development of information, communication
and technologies (ICT) has initiated an unparalleled
transformation in universities all over the world. This
development of technology and learning is offering new
techniques to represent knowledge, new practices, and new global
communities of students. E -learning is now increasing as the
advance model for teaching and learning process in higher
education. However, the integration of e-learning system in
higher education is not an easy task because of some challenges.
The aim of this paper is to analyses the impacts of demographic
factors of students on their attitudes towards e-learning. Student
attitudes and beliefs towards e-learning are regarded as success
determinants of future e-learning initiatives. An analysis of
relationships between student attitudes towards e-learning and
their demographic characteristics: gender, study year, study
program and e-learning knowledge is also included. The study
was conducted for measuring the attitude of university students
towards e -learning in University of Tetovo by taking 223
students from different study program and different study year.
In this paper was used questionnaire to collect data from a
sample of undergraduate students. Statistical techniques are used
for the analyses of data. The result revealed that students’ have
high attitude towards e-learning and their attitude scores did not
differ significantly according to gender, but on the other hand
results indicate there was difference according to study year,
study program and e-learning knowledge of students . The
reported findings might be of interest to academics,
administrators, and decision-makers involved in planning,
developing and implementation of future e-learning strategies in
Macedonia and similar developing countries. The obtained data,
from such study, can provide information about what academic
institutions can do before implementing e-learning to reduce and
overcome the challenges in implementing e-learning in
universities.
92INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) INEQUITIES: A COMPARATIVE LI...ijejournal
Globally, the potential of ICT has resulted in mass deployment, transforming the educational landscape in accordance with 21st-century demands. The diffusion of ICT within education has shown tremendous benefits, positively impacting students and teachers in learning, instruction, engagement, and assessment (Fu, 2013). However, the widespread application of technology to address education access and quality has not been universally adopted for various reasons, resulting in the exclusion of critical segments of the world's population. As a result of the current technology inequities, the current literature review focuses on access to and use of ICT within education. More specifically, it seeks to explore: What does the comparative and international research say regarding the factors that facilitate access to and use of ICT among underserved K-8 education populations in the United States and Liberia?
Development of Pedagogical Blended E-Learning Model Using Cognitive Tools Bas...Jintavee Khlaisang
Khlaisang, J. (2012). Development of Pedagogical Blended E-Learning Model Using Cognitive Tools Based Upon Constructivist Approach for Knowledge Construction in Higher Education. Proceedings of the Fourth International e-Learning Conference 2012, organized by the Thailand Cyber University Project, Office of the Higher Education Commission, Bangkok, Thailand, June 14, 2012.
Development of Blended E-Learning Model Using Online Interactive Reflective L...Jintavee Khlaisang
Khlaisang, J; Koraneekij, P. (2012). Development of Blended E-Learning Model Using Online Interactive Reflective Learning Logs to Enhance Faculty of Education Students’ Inquiring Mind and Retention at Chulalongkorn University. Proceedings of the Fourth International e-Learning Conference 2012, organized by the Thailand Cyber University Project, Office of the Higher Education Commission, Bangkok, Thailand, June 14, 2012.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Web 2.0 Learning Environment: Concept, Implementation, EvaluationeLearning Papers
Authors: Ingo Blees, Marc Rittberger
This contribution presents and evaluates a new learning environment model based on Web 2.0 applications. We assume that the technological change introduced by Web 2.0 tools has also caused a cultural change in terms of dealing with types of communication, knowledge and learning.
International Journal of Education (IJE)ijejournal
International Journal of Education (IJE) is a Quarterly peer-reviewed and refereed open access journal that publishes articles which contribute new results in all areas of Educatioan. The journal is devoted to the publication of high quality papers on theoretical and practical aspects of Educational research.
The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements, and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education.
In the comprehensive digital statistics report covering social media and internet by Slideshare in January of 2015, the following are described. Facebook is the number one among popular social media networks according to active user statistics. User numbers determined by up-to-date researches in 2015 are giving statistics of Turkey and World social media and internet use as follows: Internet users among world population (7.095.476.818) are 2.484.915.152 (35%) while active social networking users are 1.856.680.860 (26%). Facebook with the most active users (1.184M) among social platforms is followed by Qzone (632M), Google plus (300M) and Linkedin (259M) respectively. In Turkey, the most used social media platforms are Facebook (93%), Twitter (72%), Google plus (70%) and Linkedin (33%). With a population of 80.694.485, Turkey’s internet users are numbered 35.990.932 while active number of Facebook users are 36.000.000. As Turkish users, an average of 4 hours 37 minutes is spent in internet and 2 hours 56 minutes of this duration is spent in social media.
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
Due to the Covid-19 outbreak in Indonesia the Government urged students
and lecturers to conduct the learning process from home through an online
system called #studyfromhome. The architecture undergraduate students in
this study were millennial students who used digital technology on a daily
basis. This study was conducted to determine the role of social media, as well
as millennial students’ preferences and feedback on the use of social media
as learning tools to create a personal learning environment (PLE).
Questionnaires were distributed online to students of Class of 2017 and 2018,
out of whom 115 respondents provided their feedback. The results of the
study showed that the students of the Architecture Study Program at Udayana
University in Bali were fond of using social media especially audio-visual
applications for learning activities. In addition, very positive feedback was
also provided in terms of knowledge sharing and creativity, acquisition of
information, and submission of assignments. Social media were considered
more student-friendly. This condition was relevant to the characteristics of
the millennial students who were independent learners, and facilitated the
creation of PLE. Dealing with the new approach, the students hoped that
social media could be used in a better manner as architecture learning
platforms.
Running Head ANNOTATED BIBLIOGRAPHY1ANNOTATED BIBLIOGRAPHY .docxSUBHI7
Running Head: ANNOTATED BIBLIOGRAPHY 1
ANNOTATED BIBLIOGRAPHY 6
Annotated Bibliography
Student’s Name
Institutional Affiliation
Button, D., Harrington, A., & Belan, I. (2014). E-learning & information communication technology (ICT) in nursing education: A review of the literature. Nurse Education Today, 34(10), 1311-1323.
There is need for constant updating of informatics in fields such as nursing so as to help those in the fields to be able to learn and utilize the skills they learn in positive development of children and personal development. This resource is aimed at performing a study spread out across a ten year period identifying the issues which arise and affect both tutors and students in the context of e-learning systems. This study has been significantly the largest change in the field of medicine and nursing education where hospital training was moved to the tertiary sector. Also, the existing differences between computers and systems dealing with informatics depending on their use can prove successful to the users. Technology has also enabled for the creation and use of online data sources and libraries for purposes of referencing and gaining knowledge.
From this reference I will be able to review how technology has been used in developing an online database which can be used by learners and tutors in the field of nursing to gain information.
FernáNdez-LóPez, Á. RodríGuez-FóRtiz, M. J., RodríGuez-Almendros, M. L., & MartíNez-Segura, M. J. (2013). Mobile learning technology based on iOS devices to support students with special education needs. Computers & Education, 61, 77-90.
Recent advancements in technology have assisted in creation of avenues for students with special needs to be able to access equal education opportunities. Mobile applications can be developed for children especially with cognitive disabilities and other difficulties which may arise in the process of learning to help them gain knowledge and education better. These applications can be used as a tool for improvement and betterment of behaviors, helping them interact with the environment and other aspects of holistic growth such as helping in communication. These applications can be designed for Apple iOS devices due to their increased use in the American market however developments can be made to incorporate other platforms. However, there exists a number of applications which have already been implemented and have proven to be successful in helping in positive growth n children.
I intend to use this source to sow how technology can be used to teach children with disabilities and difficulties in learning. Technology can be harnessed and channeled to be used as a tool for education outside the school to help for better growth and development of a child.
Lai, K. W., Khaddage, F., & Knezek, G. (2013). Blending student technology experiences in formal and informal learning. Journal of Computer Assisted Learning, 29(5), 414-425.
There is need for im ...
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Social Media Based Courseware for ASEAN Open Education: Opportunity and New Challenge
1. Khlaisang, J. (2013). Social Media Based Courseware for ASEAN Open Education: Opportunity and
New Challenge. The Asia Regional OpenCourseWare and Open Education Conference 2012, organized by
Japan Opencourseware Consortium and Office of the Higher Education Commission, Thailand, January 21-
22, 2013.
Social Media Based Courseware for ASEAN Open Education:
Opportunity and New Challenge
Jintavee Khlaisang, Ed.D.
Assistant Professor
Department of Educational Technology and Communications
Chulalongkorn University, Bangkok, Thailand
Thailand Cyber University Project
jintavee.m@chula.ac.th
ABSTRACT
This paper is aimed at presenting
viewpoints of the opportunity and new challenge
towards the social media based courseware for
Open Education in ASEAN. The viewpoints shared
were based on the information gathered from the
two research studies titled “Proposed Models of
Appropriate Website and Courseware for E-
Learning In Higher Education: Research Based
Design Models” and “Analysis of the Cultural
Factors Affecting the Proper Design of Website and
Electronic Courseware for e-Learning in ASEAN”
which were conducted by the author of this paper in
2010 and 2012 respectively. In accordance to the
research results, the similarity of the courseware
features was proposed as the opportunity, while the
different features influenced by cultural factors
towards the ASEAN community were emphasized
as the new challenge.
The addressed similarity included: (1) the
extensive use of various types of social media, for
example, social web application for the activity
based courseware, and social interactive streaming
video as a media to foster learners’ attention, as
well as to enhance their understanding, (2) the
courseware customized to the same group of
learners who shared the common manners of social
networking and characteristics of 21st
century skills
in learning, and (3) the courseware shared the
commonly promise towards the concept of open
education with emphasizing on the creative
commons license agreement and the Open
Educational Resources (OER) Declaration.
Whereas the difference focused particularly on the
influenced factor towards the design of the
courseware for the ASEAN community of learning,
were comprised of: (1) history and ethnicity, (2)
languages, and (3) wisdoms. As regards the
mentioned factors which presented a vast amount of
differences, the challenge would be how they could
be integrated into well-designed and meaningful
courseware to make them worth learning.
Thus for, the proposed model of social
media based courseware with the integration of
similarity and difference is proposed as guideline to
promote further implementation when considering
the design and development of courseware used in
open education particularly for ASEAN learning
community which should to be all set by 2015.
Keywords
ASEAN Learning Community, Open Education, Social
Media Based Courseware
1) INTRODUCTION
The diversity of culture in ASEAN countries has
affected ASEAN learning community. Using
infrastructure, Information and Communication
Technology (ICT), and education management was one
way to promote and create an understanding about
ASEAN culture. Nada et al. (1999) studied the effect of
ICT on business, organizations, and culture and found
that ICT has triggered changes in the business world.
The lack of the careful use of technology may affect
culture. Therefore, appropriate use of ICT, which
reflected the importance and responded to the diversity
of culture, belief, values, and culture structure, should
be encouraged. This was in accordance with Thompson
and Thianthai (2008) who studied the opinion of
learners from eight out of ten counties in ASAEN
about their attitude toward the understanding of
ASEAN regarding the region, country information,
cooperation, and information sources. It was found that
the majority of learners needed to have knowledge
about ASEAN culture which should be easy to access,
simple, and could be studied from related document
and exchanged via the media channel. There should
also be a knowledge center for information searching
that collected history of ASEAN countries. Therefore,
it can be seen that ICT has helped facilitate the
exchanging of information for the user.
Online social media was one of the ICT
features which can be used for exchanging information
in learning community. At present there are various
online social media that can be applied to education
context, especially e-Learning. This paper will present
a model of e-Learning courseware which is considered
an important element of e-Learning. This paper aimed
at presenting viewpoints of the opportunity and new
challenge towards the social media based courseware
for Open Education in ASEAN. The viewpoints shared
were based on the information gathered from the two
research studies titled “Proposed Models of
Appropriate Website and Courseware for E-Learning
2. In Higher Education: Research Based Design
Models” and “Analysis of the Cultural Factors
Affecting the Proper Design of Website and
Electronic Courseware for e-Learning in ASEAN”
which were conducted by the author of this paper in
2010 and 2012 respectively. In accordance to the
research results, the similarity of the courseware
features was proposed as the opportunity, while the
different features influenced by cultural factors
towards the ASEAN community were emphasized
as the new challenge.
2) SIMILARITY AS AN OPPORTUNITY
The similarity of social media based courseware
which was considered as the opportunity included:
(1) the extensive use of various types of social
media (2) the courseware customized to the same
group of learners with similar characteristic of 21st
century learners, and (3) the courseware shared the
commonly promise towards the concept of open
education. The details are as follows:
2.1 The extensive use of various types of social
media
Courseware that used social media can be divided
into two types: (1) social web application for the
activity based courseware, such as web application
of Google Drives, including Google Docs, Google
Drawing, and Google Form. These web
applications enabled instructors to prepare contents
for activity-based learning. Social media was used
for sharing information, communicating, creating
participation in activities, and evaluating. At
present there are several information sharing
methods, such as sharing photos via Flickr
(http://www.flickr.com) which was created by
Cambridge University (figures 1-2) and via
Pinterest (https://pinterest.com) created by Duke
University (figure 3); and (2) social interactive
streaming video was used, emphasizing as a media
to foster learners’ attention, as well as to enhance
their understanding such as e-courseware via
iTuneU and YouTube as shown in Figure 4. Apart
from the mentioned multimedia courseware, the
author proposed a model of streaming video
courseware to present a case study. The courseware
offered options for learners to select using their
reasons through brainstorming activity. Learners
will not only learn contents, but also practice their
cognitive skills such as analyzing, reasoning, and
using logic. The courseware was interactive and
connected with YouTube as shown in figure 5.
Figure 1: Example of Cambridge University homepage
that used various types of social media
Figure 2: Social media on Cambridge University
homepage (http://www.cam.ac.uk)
Figure 3: Sharing photos via Pinterest created by Duke
University (https://pinterest.com/dukeuniversity)
Figure 4: Social Media Based Courseware via iTuneU
of Open University (http://open.edu/itunes)
3. Figure 5: Social Media Based Courseware using
streaming video via YouTube presenting a case
study to create learners’ cognitive skills
2.2 The courseware customized to the same group
of learners who shared the common manners of
social networking and characteristics of 21st
century skills in learning
Learners in ASEAN community of learning are of
the same group, since they all were from digital
generation and had high networking skills. Social
media based courseware for this group of learners
will support the learning of learners of 21st
century
who were born during 1982-2004, or were between
8-30 years old. The characteristics of this group of
learners was that they liked technology, Internet,
communication and interaction (especially online
context), and options. They liked to do several tasks
at the same time and they were creative and good at
information searching (especially online
information). The changing of learners’
characteristics has prompted instructors to change
their teaching methods; from giving information
and passive learning to be guiding and allowing
learners to search for information as an active
learning. In accordance with twenty-first century
student outcomes consisting of 4 outcomes: Core
Subjects, Life and Career Skills, Learning and
Innovation Skills, and Information, Media and
Technology Skills (http://www.p21.org), e-
Learning and the use of social media based
courseware clearly responded and supported 21st
century learning. For example, information
searching, communication and interaction,
especially in online context, will not only help
learners to develop information, media, and
technology skills, but also support the learning of
core subjects and life and career skills. When
learners see different examples and have an
opportunity to communicate and interact with other
people, they will create learning and innovation
skills.
Figure 6: 21st century skills for Learning
(Schrumand Levin, 2009)
2.3 The courseware shared the commonly promise
towards the concept of open education with
emphasizing on the creative commons license
agreement and the Open Educational Resources
(OER) Declaration
The outstanding features of today popular social media
based courseware were an easy access and the further
interaction from the learning content. Another equally
important feature was that several social media based
courseware attempted to promote the use of contents to
wider users and the public such as sharing presentation
via Slideshare (http://www.slideshare.net). However,
there was still a limit of the rights to use such
distributed contents under the terms that the users had
to publish their own work, so that they can use the
work of others. From such restriction, a group of
scholars and various educational organizations
proposed the concept of public knowledge. Users were
allowed to use contents and, sometimes, adapted
contents to their own context. This licensing was called
Creative Commons (CC) license. It mentioned that
intellectual property was the halfway point between
privacy rights and liberalization, as shown in the figure
7. The CC has been well received as several countries
have adopted the idea and published the CC in their
own language, as shown in the figure 8. Many
academic organizations initiated projects that helped
strengthen open education to give people a wider
education opportunity. Example of an
organization/institute which had a strong premise,
UNESCO initiated 2012 Paris OER Declaration, while
Massachusetts Institute of Technology: MIT was an
early institute that initiated this kind of project as
shown in figures 9-11.
4. Figure 7: International Creative Common on
http://creativecommons.org
Figure 8: Thailand’s Creative Common on
http://creativecommons.org/licenses/by/3.0/th
Figure 9: 2012 Paris OER Declaration by
UNESCO (http://www.unescobkk.org) and was
translated into Thai Language by Office of Online
Education,
Sripatum University, Thailand
Figure 10: MIT OpenCourseware
(http://ocw.mit.edu/index.htm)
Figure 11: Creative Common License of MIT
OpenCourseware, meaning anyone can create a new
version of this work and you mist license
the new work under a Non-Commercial
Share Alike license
Another public resource was Merlot
(Multimedia Educational Resource for Learning and
Online Teaching) (http://www.merlot.org), an initiative
project of the University of California State University
in cooperation with educational institutions,
professional organizations, and the private sector.
Merlot Consortium was a resource searching tool
which can be compared to a library. It collected
educational resources from instructors and scholars
from around the world, including Learning Object,
lesson plans, and media in various types such as video,
images, audio, multimedia. However, this searching
tool stored only content index into library index which
linked to a reliable academic website. It did not keep
the content. There was also a peer review system to
improve the quality of the content. Users can use the
content for academic purposes and they can share their
content through this website for education benefit of
others.
Figure 12: MERLOT Open Educational Resource:
OER (http://www.merlot.org)
3) DIFFERENCE AS A CHALLENGE
The similarity of social media based courseware was
considered as the opportunity including: (1) the
extensive use of various types of social media, (2) the
courseware customized to the same group of learners
with similar characteristic of 21st
century learners, and
(3) the courseware shared the commonly promise
towards the concept of open education. However, in
ASEAN learning community, the diversity and
difference in culture cannot be ignored. The different
features which were consider as the challenge focusing
particularly on the influenced factors towards the
design of the courseware for the ASEAN community
of learning, were comprised of: (1) history and
5. ethnicity (2) languages and (3) wisdoms as the
following details.
3.1 History and Ethnicity
The study titled "Analysis of the Cultural Factors
Affecting the Proper Design of Website and
Electronic Courseware for e-Learning in ASEAN"
found that there were 13 variables in the historical
and ethnic differences, including (1) Emphasize on
the cultural uniqueness and reflection of each
country in ASEAN, (2) Consider relation between
different cultural contents in each country, (3) Have
the design that enables learners to access the
diversity of culture of each country, (4) Present
original story but modify the presentation to be
more interesting, (5) Present native fiction and
folklore, (6) Present contents related to local
information of countries in ASEAN, (7) Present
traditional art of countries in ASEAN, (8) Combine
local historical contents of each country, (9) Present
the uniqueness of each country’s local culture, (10)
Present the history of the precious heritage, historic
sites, and artifacts, (11) Combine a variety of media
to present each country’s culture, (12) Present the
lifestyle of living of each country, and (13) Present
the history of the race.
This was consistent with the reviewed
literature by Marcus and Reinhard (1998) which
found that the development of courseware to offer
knowledge in museum and culture by designing and
using media that contained self-study elements
(HTML, Java, images) had to connect the process
of learning to the curriculum. The design of
hypermedia should allow learners to choose the
content they wish to study. Different media should
be available to suit learners’ interest by integrating
various media in the design.
3.2 Languages
There were three variables in language elements:
(1) Have official language subtitle, (2) Have
English subtitle, and (3) Have dialect subtitle. The
conclusion from the research was consistent with
the reviewed literature. The research of Sabriet al
(2010) found that electronic courseware was
produced to be supplemental media to help learners
improve their pronunciation as they can hear the
correct pronunciation of the original language.
There was also the dictionary and animations that
create concrete learning. Three signs that showed
the improvement of pronunciation were evaluation
during the course, adding English version in the
lesson.
3.3 Wisdoms
There were three variables in wisdom elements: (1)
Design course content to be according to education
level in different countries in ASEAN, (2) Include
information on the local knowledge management of
countries in ASEAN, and (3) Link similar or related
information of each country.
This was consistent with the reviewed
literature by Kitiya Tilawanna (2005) which found
that when designing courseware, it should contain
content related to the local. The course should be
designed by according to local education level.
4) PROPOSED OF SOCIAL MEDIA BASED
COURSEWARE FOR ASEAN OPEN
EDUCATION
The above three elements were only examples of the
direct factors of cultural variables that affected on the
designing and developing of courseware. The research
titled “Analysis of the Cultural Factors Affecting the
Proper Design of Website and Electronic Courseware
for e-Learning in ASEAN” proposed the model as
shown in figure 13. Details of elements and variables
can be studied from the mentioned research study.
DF 1 = History and Ethnicity (direct factor) 13
variables
DF 2 = Language (direct factor) 3 variables
DF 3 = Wisdoms (direct factor) 3 variables
DF 4 = Religion (direct factor) 2 variables
DF 5 = Law (direct factor) 6 variables
IF 1 = Screen design (indirect factor) 6 variables
IF 2 = Content design (indirect factor) 25 variables
IF 3 = Multimedia (indirect factor) 5 variables
Figure 13: Proper design of electronic courseware for
e-Learning in ASEAN and the cultural
factors affecting the design of courseware
From the results obtained from the research, there
were suggestions about proper electronic courseware
elements for e-Learning in ASEAN which can be
applied as follows:
1. The design of electronic courseware should
emphasize on using open educational resources (OER),
including open courseware and open content from
various website such as MIT Open Courseware and
MERLOT.
2. The OER content which was used in the
courseware should emphasize on Virtual Lab, Virtual
Museum, or videos that showed that the culture of each
country in ASEAN such as wisdom, arts and culture
for example, The Cultural VR Lab.
3. Electronic courseware should focus on the use
of social media to exchange knowledge for example
6. Merlot.org and Slideshare.net. Learners should be
both recipients and providers.
4. Electronic courseware will change the
design of multimedia to share more information and
become more simple design, such as E-Book from
website and will be used as a part of teaching and
learning activities in activity-based learning,
resource-based learning, and a combination of
pedagogy such as problem-based learning and
project-based learning.
5) SUMMARY
The author intended to present the viewpoints on
social media based courseware for ASEAN Open
Education: Opportunity and New Challenge by
integrating the similar features and challenging the
different features to be a guideline for designing
and developing courseware that can respond to
open education and challenges of learning society
in ASEAN community. Regarding the similarity,
the author considered the design of social media
based courseware, groups of learners, and the idea
of extending knowledge to the public which will
help strengthen open education. As for the
difference, the author emphasized on understanding
the social and cultural context, including history,
ethnicity, language and wisdoms or indirect factors
which might be overlooked. However, both have
the same proposes which are to support and prepare
the country for entry into ASEAN. Therefore, the
proposed model of social media based courseware
is proposed as guideline to promote further
implementation when considering the design and
development of courseware used in open education
particularly for ASEAN learning community which
should to be all set by 2015.
6) ACKNOWLEDGMENT
This paper was based on the two research studies
titled “Proposed Models of Appropriate Website
and Courseware for E-Learning In Higher
Education: Research Based Design Models” and
“Analysis of the Cultural Factors Affecting the
Proper Design of Website and Electronic
Courseware for e-Learning in ASEAN” which were
conducted by the author of this paper in 2010 and
2012 respectively. The two research studies were
funded by Thailand University Project, Office of
Higher Education Commission, Ministry of
Education. The author would like to thank advisors,
scholars, and experts for their help and support in
creating new knowledge via this paper to strengthen
the educational technology field.
7) REFERENCES
[1] 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 16-18, 2012.
[2] 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.
[3] 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.
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of the E-Learning 2010: World Conference on E-
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Higher Education, organized by the Association for the
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[5] Tilawanna, K. (2005). The Construction of courseware
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[7] Nada Korac-Kakabadse, Alexander Kouzmin. 1999.
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[8] Sabriet, N.M.; Mohamed, H.; Goh Ying Soon.
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8) WEBSITES
[1] Cambridge University (http://www.cam.ac.uk)
[2] Creative Commons (http://creativecommons.org)
[3] Duke University's Pinterest
(https://pinterest.com/dukeuniversity)
[4] MERLOT (http://www.merlot.org)
[5] MIT Open Courseware (http://ocw.mit.edu)
[6] Open University's iTuneU (http://open.edu/itunes)
[7] Thailand’s Creative Common
(http://creativecommons.org/licenses/by/3.0/th)
[8] YouTube (http://www.youtube.com)
[9] 21st
century skills for learning (http://www.p21.org)