āļāļēāļĢāļāļąāļāđāļĢāļĩāļĒāļāđāļĢāļĩāļĒāļāļĢāļđāđāđāļāļĒāđāļāđ Social Media āļāļēāļĄāļāļĪāļĐāļāļĩāļāļēāļĢāļŠāļĢāđāļēāļāļāļāļāđāļāļ§āļēāļĄāļĢāļđāđ (Construct...Nattapon
Development of Blended Learning Model by Using Cognitive Tools to Develop Cri...Panita Wannapiroon Kmutnb
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Development of Blended Learning Model by Using Cognitive Tools to Develop Critical Thinking Skills.
āļāļāļīāļāļē āļ§āļĢāļĢāļāļāļīāļĢāļļāļ. (āđāđāđāđ). āļāļēāļĢāļāļąāļāļāļēāļĢāļđāļāđāļāļāļāļēāļĢāđāļĢāļĩāļĒāļāđāļāļāļāļŠāļĄāļāļŠāļēāļāđāļāļĒāđāļāđāđāļāļĢāļ·āđāļāļāļĄāļ·āļāļāļēāļāļāļąāļāļāļēāđāļāļ·āđāļāļāļąāļāļāļēāļāļąāļāļĐāļ°āļāļēāļĢāļāļīāļāļāļĒāđāļēāļāļĄāļĩāļ§āļīāļāļēāļĢāļāļāļēāļ. āļ§āļēāļĢāļŠāļēāļĢāļ§āļīāļāļĒāļāļĢāļīāļāļēāļĢ.
āļāļĩāļāļĩāđ āđāđ, āļāļāļąāļāļāļĩāđ āđ āļāļĪāļĐāļ āļēāļāļĄ-āļŠāļīāļāļŦāļēāļāļĄ āđāđāđāđ. āļŦāļāđāļē āđāđāđ-āđāđāđ.
āļāļēāļĢāļāļąāļāļāļēāļāļĨāļāļēāļĢāđāļĢāļĩāļĒāļāļĢāļđāđāļ§āļīāļāļēāļāļ§āļąāļāļāļĢāļĢāļĄāđāļĨāļ°āđāļāļāđāļāđāļĨāļĒāļĩāļŠāļēāļĢāļŠāļāđāļāļĻāļāļēāļāļāļēāļĢāļĻāļķāļāļĐāļēāđāļāļĒāđāļāđāļĢāļđāļāđāļāļāļ...Nakhon Phanom University
āļāļēāļĢāļāļąāļāđāļĢāļĩāļĒāļāđāļĢāļĩāļĒāļāļĢāļđāđāđāļāļĒāđāļāđ Social Media āļāļēāļĄāļāļĪāļĐāļāļĩāļāļēāļĢāļŠāļĢāđāļēāļāļāļāļāđāļāļ§āļēāļĄāļĢāļđāđ (Construct...Nattapon
Development of Blended Learning Model by Using Cognitive Tools to Develop Cri...Panita Wannapiroon Kmutnb
Â
Development of Blended Learning Model by Using Cognitive Tools to Develop Critical Thinking Skills.
āļāļāļīāļāļē āļ§āļĢāļĢāļāļāļīāļĢāļļāļ. (āđāđāđāđ). āļāļēāļĢāļāļąāļāļāļēāļĢāļđāļāđāļāļāļāļēāļĢāđāļĢāļĩāļĒāļāđāļāļāļāļŠāļĄāļāļŠāļēāļāđāļāļĒāđāļāđāđāļāļĢāļ·āđāļāļāļĄāļ·āļāļāļēāļāļāļąāļāļāļēāđāļāļ·āđāļāļāļąāļāļāļēāļāļąāļāļĐāļ°āļāļēāļĢāļāļīāļāļāļĒāđāļēāļāļĄāļĩāļ§āļīāļāļēāļĢāļāļāļēāļ. āļ§āļēāļĢāļŠāļēāļĢāļ§āļīāļāļĒāļāļĢāļīāļāļēāļĢ.
āļāļĩāļāļĩāđ āđāđ, āļāļāļąāļāļāļĩāđ āđ āļāļĪāļĐāļ āļēāļāļĄ-āļŠāļīāļāļŦāļēāļāļĄ āđāđāđāđ. āļŦāļāđāļē āđāđāđ-āđāđāđ.
āļāļēāļĢāļāļąāļāļāļēāļāļĨāļāļēāļĢāđāļĢāļĩāļĒāļāļĢāļđāđāļ§āļīāļāļēāļāļ§āļąāļāļāļĢāļĢāļĄāđāļĨāļ°āđāļāļāđāļāđāļĨāļĒāļĩāļŠāļēāļĢāļŠāļāđāļāļĻāļāļēāļāļāļēāļĢāļĻāļķāļāļĐāļēāđāļāļĒāđāļāđāļĢāļđāļāđāļāļāļ...Nakhon Phanom University
āļāļēāļĢāļāļąāļāđāļĢāļĩāļĒāļāđāļĢāļĩāļĒāļāļĢāļđāđāđāļāļĒāđāļāđ Social Media āļāļēāļĄāļāļĪāļĐāļāļĩāļāļēāļĢāļŠāļĢāđāļēāļāļāļāļāđāļāļ§āļēāļĄāļĢāļđāđ (Construct...
Wera_Collaborative Learning Model through Social Media for Supporting Communi...Wera Supa CPC
Â
Collaborative Learning Model through Social Media for
Supporting Communications Project-based Learning for
Postgraduate Students
āļāļĢ.āļāļāļīāļāļē āļ§āļĢāļĢāļāļāļīāļĢāļļāļ1, āļāļĢ.āļ§āļĩāļĢāļ° āļŠāļļāļ āļ°2
1 āļ āļēāļāļ§āļīāļāļēāļāļĢāļļāļĻāļēāļŠāļāļĢāđāđāļāļāđāļāđāļĨāļĒāļĩ āļāļāļ°āļāļĢāļļāļĻāļēāļŠāļāļĢāđāļāļļāļāļŠāļēāļŦāļāļĢāļĢāļĄ āļĄāļŦāļēāļ§āļīāļāļĒāļēāļĨāļąāļĒāđāļāļāđāļāđāļĨāļĒāļĩāļāļĢāļ°āļāļāļĄāđāļāļĨāđāļēāļāļĢāļ°āļāļāļĢāđāļŦāļāļ·āļ
(panitaw@kmutnb.ac.th)
2 āļŠāļēāļāļēāļ§āļīāļāļēāļāļīāđāļāļĻāļĻāļēāļŠāļāļĢāđ āļāļāļ°āļĻāļīāļĨāļāļĻāļēāļŠāļāļĢāđ āļĄāļŦāļēāļ§āļīāļāļĒāļēāļĨāļąāļĒāļāļāļĢāđāļāļāļĢāļļāļāđāļāļ
(wera.su@northbkk.ac.th)
The Development of a Knowledge Creation Model using Action Learning and Colla...Wichit Chawaha
Â
The Development of a Knowledge Creation Model using Action Learning and Collaborative Learning for Staff members in Higher education Institutions : a case study of Faculty of education, Chulalongkorn University
The Development of a Knowledge Creation Model using Action Learning and Colla...Wichit Chawaha
Â
The Development of a Knowledge Creation Model using Action Learning and Collaborative Learning for Staff members in Higher education Institutions : a case study of Faculty of education, Chulalongkorn University
The Development of a Knowledge Creation Model using Action Learning and Colla...Wichit Chawaha
Â
The Development of a Knowledge Creation Model using Action Learning and Collaborative Learning for Staff members in Higher education Institutions : a case study of Faculty of education, Chulalongkorn University
The Development of a Knowledge Creation Model using Action Learning and Colla...Wichit Chawaha
Â
The Development of a Knowledge Creation Model using Action Learning and Collaborative Learning for Staff members in Higher education Institutions : a case study of Faculty of education, Chulalongkorn University
Emerging Trends and Technologies in Education
: Ubiquitous learning environments, Mobile Apps and Applications
4 May 2015
TOURISM-HOTEL AND HOSPITALITY INCUBATION CNETER, Ubon Ratchathani
Assistant Professor Panita Wannapiroon, Ph.D
Director of Innovation and Technology Management Research Center
STRI, King Mongkut's University of Technology North Bangkok
āļāļēāļĄāđāļāļĢāļāļāļēāļĢāļāļ§āļēāļĄāļĢāđāļ§āļĄāļĄāļ·āļāļāļēāļāļ§āļīāļāļēāļāļēāļĢāļĢāļ°āļŦāļ§āđāļēāļ
āļĻāļđāļāļĒāđāļ§āļīāļāļąāļĒāļāļēāļĢāļāļąāļāļāļēāļĢāļāļ§āļąāļāļāļĢāļĢāļĄāđāļĨāļ°āđāļāļāđāļāđāļĨāļĒāļĩ āļĄāļŦāļēāļ§āļīāļāļĒāļēāļĨāļąāļĒāđāļāļāđāļāđāļĨāļĒāļĩāļāļĢāļ°āļāļāļĄāđāļāļĨāđāļēāļāļĢāļ°āļāļāļĢāđāļŦāļāļ·āļ
āļāļąāļ
āļāļĄāļĢāļĄāļāļĢāļđāđāļāļāđāļāđāļĨāļĒāļĩāļāļēāļĢāļĻāļķāļāļĐāļē āļŠāļģāļāļąāļāļāļēāļāļāļāļ°āļāļĢāļĢāļĄāļāļēāļĢāļāļēāļĢāļāļēāļāļĩāļ§āļĻāļķāļāļĐāļē āļāļĢāļ°āļāļĢāļ§āļāļĻāļķāļāļĐāļēāļāļīāļāļēāļĢ
CTU 2/2013
Week 1:
Analyze the issue of information management in organization
- Review basic concepts of information management,
- ICT for Competitiveness
Christian University of Thailand
Ph.D. in Management : Seminar in advanced Knowledge, Information Technological Management
SEPTEMBER 14, 2013
Educational innovation for enhancing student in the 21st century to the asean...Panita Wannapiroon Kmutnb
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āļāļāļīāļāļē āļ§āļĢāļĢāļāļāļīāļĢāļļāļ āđāļĨāļ° āļāļĢāļąāļāļāļāļąāļāļāđ āļāļīāļĨāļŠāļļāļ. (2556). âāļāļ§āļąāļāļāļĢāļĢāļĄāļāļēāļĢāļĻāļķāļāļĐāļēāđāļāļ·āđāļāļŠāđāļāđāļŠāļĢāļīāļĄāļĻāļąāļĒāļ āļēāļāļāļāļāļāļđāđāđāļĢāļĩāļĒāļāđāļāļĻāļāļ§āļĢāļĢāļāļāļĩāđ 21 āļŠāļđāđāļāļĢāļ°āļāļĄāļāļĄāļāļēāđāļāļĩāļĒāļ (Educational Innovation for enhancing student in the 21st century to the ASEAN Economic Community in 2015)â āļ§āļēāļĢāļŠāļēāļĢāļāļąāļāļāļīāļāļ§āļīāļāļĒāļēāļĨāļąāļĒ āļāļĩāļāļĩāđ 8 āļāļāļąāļāļāļĩāđ 1 (āļĄāļāļĢāļēāļāļĄ â āļĄāļīāļāļļāļāļēāļĒāļ) āļŦāļāđāļē 21-34.
Development of total quality management information system (tqmis) for model ...Panita Wannapiroon Kmutnb
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Sudarat Srima and Panita Wannapiroon, " Development of Total Quality Management Information System (TQMIS) for Model School on Best Practice," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 2, pp. 148-150, 2013.
Development of an edutainment instructional model using learning object for e...Panita Wannapiroon Kmutnb
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Nuttakan Pakprod and Panita Wannapiroon, " Development of an Edutainment Instructional Model Using Learning Object for Electronic Book on Tablet Computer to Develop Emotional Quotient," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 2, pp. 131-134, 2013.
Development of a collaborative learning with creative problem solving process...Panita Wannapiroon Kmutnb
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Sitthichai Laisema and Panita Wannapiroon, " Development of a Collaborative Learning with Creative Problem-Solving Process Model in Ubiquitous Learning Environment," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 2, pp. 102-106, 2013.
Development of creative economy thinking with idea marathon system via cloud ...Panita Wannapiroon Kmutnb
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Chalit Kangvaravoot and Panita Wannapiroon, " Development of Creative Economy Thinking with Idea Marathon System via Cloud Computing Technology," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 3, pp. 267-270, 2013.
The Blended Learning Model using Collaborative and Case-based Learning to Create the Team Learning of the Graduate Students. [NEC2011]
1. āļĢāļđ āļāđāļāļāļāļēāļĢāđāļĢāļĩāļĒāļāđāļāļāļāļŠāļĄāļāļŠāļēāļāļāđ āļ§āļĒāļāļēāļĢāđāļĢāļĩāļĒāļāļĢāļđāđ āļĢāđāļ§āļĄāļāļąāļāđāļāļĒāđāļāđ āļāļĢāļāļĩāļĻāļķāļāļĐāļēāđāļāļ·āļāļāļąāļāļāļē
āđ
āļāļēāļĢāđāļĢāļĩāļĒāļāļĢāļđāđ āļĢāđāļ§āļĄāļāļąāļāđāļāđ āļāļāļĩāļĄāļŠāđ āļēāļŦāļĢāļąāļāļāļąāļāļĻāļķāļāļĐāļēāļĢāļ°āļāļąāļāļāļąāļāļāļīāļāļĻāļķāļāļĐāļē
The Blended Learning Model using Collaborative and Case-based Learning to
Create the Team Learning of the Graduate Students
āļāļĻ.āļāļĢ.āļāļĄāļ āļāļĩāļĢāļąāļāļŠāļļ āļ§āļĢāļĢāļ1, āļ.āļāļĢ.āļāļāļī āļāļē āļ§āļĢāļĢāļāļāļīāļĢāļļāļ2
1
āļŠāļēāļāļēāļ§āļīāļāļēāđāļāļāđāļāđāļĨāļĒāļĩāļŠāļēāļĢāļŠāļāđāļāļĻāđāļĨāļ°āļāļēāļĢāļŠāļ·āđ āļāļŠāļēāļĢāđāļāļ·āđāļāļāļēāļĢāļĻāļķāļāļĐāļē āļāļāļ°āļāļĢāļļ āļĻāļēāļŠāļāļĢāđāļāļļāļāļŠāļēāļŦāļāļĢāļĢāļĄ
āļĄāļŦāļēāļ§āļīāļāļĒāļēāļĨāļąāļĒāđāļāļāđāļāđāļĨāļĒāļĩāļāļĢāļ°āļāļāļĄāđāļāļĨāđāļēāļāļĢāļ°āļāļāļĢāđāļŦāļāļ·āļ
(namon9@hotmail.com)
2
āļŠāļēāļāļēāļ§āļīāļāļēāđāļāļāđāļāđāļĨāļĒāļĩāļŠāļēāļĢāļŠāļāđāļāļĻāđāļĨāļ°āļāļēāļĢāļŠāļ·āđ āļāļŠāļēāļĢāđāļāļ·āđāļāļāļēāļĢāļĻāļķāļāļĐāļē āļāļāļ°āļāļĢāļļ āļĻāļēāļŠāļāļĢāđāļāļļāļāļŠāļēāļŦāļāļĢāļĢāļĄ
āļĄāļŦāļēāļ§āļīāļāļĒāļēāļĨāļąāļĒāđāļāļāđāļāđāļĨāļĒāļĩāļāļĢāļ°āļāļāļĄāđāļāļĨāđāļēāļāļĢāļ°āļāļāļĢāđāļŦāļāļ·āļ
(panitaw@kmutnb.ac.th)
ABSTRACT and the students summarized the ideas. Finally, the
third procedure: the students took the test and received
an evaluation from the teacher.
The objective the research study was to develop the 2. The graduate students learned with the blended
blended learning model using collaborative and learning model using the collaborative and case-based
case-based learning to create the team learning of learning had a statistically significant difference of the
the graduate students. The study was divided into team learning posttest scores over the pretest scores
two stages: 1) developing the blended learning at .05 level. The students agreed that learning with the
model using collaborative and case-based learning blended learning model was at a high level of
to create the team learning, 2) determining the satisfaction.
results of the blended learning model using
collaborative and case-based learning to create the Key words: blended learning model, collaborative
team learning of the graduate students. The sample learning, case-based learning, team learning
group of the study was 21 graduate students of
King Mongkut's University of Technology North
Bangkok who had enrolled to the course of the
Information and Communication Technology for
āļāļāļāļąāļāļĒāđ āļ
Technical Education in the first semester of 2010. āļāļēāļĢāļ§āļīāļāļąāļĒ āļāļĩāđ āļĄāļĩ āļ§āļāļāļļ āļāļĢāļ°āļŠāļāļāđāđāļāļ·āđāļ āļāļąāļāļāļēāļĢāļđ āļāđāļāļāļāļēāļĢāđāļĢāļĩ āļĒ āļāđāļāļ
āļą
The experiment period was 10 weeks. The research
tools were the blended learning model using āļāļŠāļĄāļāļŠāļēāļāļāđāļ§ āļĒāļāļēāļĢāđāļĢāļĩ āļĒāļāļĢāļđāđ āļĢāđ āļ§ āļĄāļāļąāļ āđāļāļĒāđāļāđāļ āļĢāļāļĩ āļĻāļķ āļ āļĐāļēāđāļāļ·āđ āļ
collaborative and case-based learning and the
observation form of the team learning behaviors.
āļāļąāļ āļāļēāļāļēāļĢāđāļĢāļĩ āļĒāļāļĢāļđāđ āļĢāđ āļ§ āļĄāļāļąāļ āđāļāđ āļāļāļĩ āļĄ āļŠāđ āļē āļŦāļĢāļą āļ āļāļąāļ āļĻāļķ āļ āļĐāļēāļĢāļ°āļāļąāļ
Data were analyzed using the average, the standard āļāļąāļāļāļīāļāļĻāļķāļāļĐāļē āļāļēāļĢāļāđāļēāđāļāļī āļāļāļēāļĢāļ§āļīāļāļĒ 2 āļĢāļ°āļĒāļ° āļāļ·āļ 1) āļāļēāļĢāļāļąāļāļāļē
āļą
deviation, and t-Test for dependence.
The results of the study revealed those: āļĢāļđ āļāđāļāļāļāļēāļĢāđāļĢāļĩ āļĒāļāđāļāļāļāļŠāļĄāļāļŠāļēāļāļāđāļ§āļĒāļāļēāļĢāđāļĢāļĩ āļĒāļāļĢāļđāđāļĢāđāļ§āļĄāļāļąāļāđāļāļĒ
1. The blended learning model using collaborative
and case-based learning consisted of 3 procedures
āđāļāđāļāļĢāļāļĩ āļĻāļķāļāļĐāļē āđāļĨāļ° 2) āļāļēāļĢāļĻāļķāļāļĐāļēāļāļĨāļāļāļāļāļēāļĢāđāļāđāļĢāļđāļāđāļāļāļāļēāļĢ
which were: 1) the preparation before studying, 2) āđāļĢāļĩ āļĒāļāđāļāļāļāļŠāļĄāļāļŠāļēāļāļāđāļ§āļĒāļāļēāļĢāđāļĢāļĩ āļĒāļāļĢāļđāđāļĢāđāļ§āļĄāļāļąāļāđāļāļĒāđāļāđāļāļĢāļāļĩ āļĻāļķāļāļĐāļē
the blended learning, and 3) the knowledge testing
and evaluation. The first procedure: the preparation āđāļāļ·āđāļāļāļąāļāļāļēāļāļēāļĢāđāļĢāļĩ āļĒāļāļĢāļđāđāļĢāđāļ§āļĄāļāļąāļāđāļāđ āļāļāļĩāļĄāļŠāđāļēāļŦāļĢāļąāļāļāļąāļāļĻāļķāļāļĐāļēāļĢāļ°āļāļąāļ
before studying consisted of three steps which āļāļąāļ āļāļī āļ āļĻāļķ āļ āļĐāļē āļāļĨāļļāđ āļĄ āļāļąāļ§ āļāļĒāđāļē āļāļāļĩāđ āđ āļāđāđ āļāļāļēāļĢāļ§āļīāļāļąāļĒ āļāļ· āļ āļāļąāļ āļĻāļķ āļ āļĐāļē
were: 1.1) the planning and direction of learning,
1.2) the motivation, and 1.3) the supporting of āļĢāļ°āļāļąāļāļāļąāļāļāļī āļāļĻāļķāļāļĐāļē āļĄāļŦāļēāļ§āļīāļāļĒāļēāļĨāļąāļĒāđāļāļāđāļāđāļĨāļĒāļĩāļāļĢāļ°āļāļāļĄāđāļāļĨāđāļē
learning. The second procedure: the blended
learning using collaborative and case-based āļāļĢāļ°āļāļāļĢāđāļŦāļāļ·āļ āļāļĩāđāļĨāļāļāļ°āđāļāļĩāļĒāļāđāļĢāļĩ āļĒāļāļ§āļīāļāļēāđāļāļāđāļāđāļĨāļĒāļĩāļŠāļēāļĢāļŠāļāđāļāļĻ
learning consisted of five steps which were: 2.1) the āđāļĨāļ°āļāļēāļĢāļŠāļ·āđ āļāļŠāļēāļĢāđāļāļ·āđāļāđāļāļāļāļī āļāļĻāļķāļāļĐāļē āļ āļēāļāđāļĢāļĩ āļĒāļāļāļĩāđ 1 āļāļĩ āļāļēāļĢāļĻāļķāļāļĐāļē
students studied the contents, 2.2) the students
studied the case studies, 2.3) the students diagnosed 2553 āļāđāļē āļāļ§āļ 21 āļāļ āļāđāļē āđāļāļī āļ āļāļēāļĢāļāļāļĨāļāļ 10 āļŠāļą āļ āļāļēāļŦāđ
the problems by exploring the knowledge from
various sources, 2.4) the students conducted a āđāļāļĢāļ·āđ āļāļāļĄāļ· āļ āļāļĩāđ āđ āļāđ āđ āļāļāļēāļĢāļ§āļī āļāļą āļĒ āļāļ· āļ āļĢāļđ āļāđāļāļāļāļēāļĢāđāļĢāļĩ āļĒāļāđāļāļ
brainstorm activity using the web tools to find out āļāļŠāļĄāļāļŠāļēāļāļāđāļ§āļĒāļāļēāļĢāđāļĢāļĩ āļĒāļāļĢāļđāđ āļĢāđ āļ§āļĄāļāļąāļ āđāļāļĒāđāļāđāļ āļĢāļāļĩ āļĻāļķ āļ āļĐāļē āđāļāļ
the solutions of the problems. And also, the teacher
115
7. āđāļāļāļīāļāļĒāđ āļ āļŠāļāļāļĨāļē. (2550). E-Instructional Design āļ§āļīāļāļĩ
āļ§āļīāļāļĒāļēāļāļēāļĢāļāļāļāđāļāļāļāļēāļĢāđāļĢāļĩ āļĒāļāļāļēāļĢāļŠāļāļāļāļīāđāļĨāđāļāļāļĢāļāļāļīāļāļŠāđ .
āļāļĢāļļ āļāđāļāļāļĄāļŦāļēāļāļāļĢ: āļĻāļđāļāļĒāđāļāļēāļĢāļēāđāļĨāļ°āđāļāļāļŠāļēāļĢāļāļēāļāļ§āļīāļāļēāļāļēāļĢ
āđ
āļāļāļ°āļāļĢāļļ āļĻāļēāļŠāļāļĢāđ āļāļļāļŽāļēāļĨāļāļāļĢāļāđāļĄāļŦāļēāļ§āļīāļāļĒāļēāļĨāļąāļĒ.
āļāļĄāļ āļāļĩāļĢāļąāļāļŠāļļ āļ§āļĢāļĢāļ. (2549). āļŦāļĨāļąāļāļāļēāļĢāļāļāļāđāļāļāđāļĨāļ°
āļāļĢāļ°āđāļĄāļīāļ. āļāļĢāļļ āļāđāļāļāļĄāļŦāļēāļāļāļĢ: āļĻāļđāļāļĒāđāļāļĨāļīāļāļāđāļēāļĢāļēāđāļĢāļĩ āļĒāļ
āļŠāļāļēāļāļąāļāđāļāļāđāļāđāļĨāļĒāļĩāļāļĢāļ°āļāļāļĄāđāļāļĨāđāļēāļāļĢāļ°āļāļāļĢāđāļŦāļāļ·āļ.
āļāļāļīāļĢāļđāļāļāļēāļĢāļĻāļķāļāļĐāļē, āļŠāđāļēāļāļąāļāļāļēāļ. (2545). āļāļĢāļ°āļĢāļēāļāļāļąāļāļāļąāļāļī
āļāļēāļĢāļĻāļķāļāļĐāļēāđāļŦāđ āļāļāļēāļāļī āļ.āļĻ. 2542 āđāļāđ āđāļāđāļāļīāđāļĄāđāļāļīāļĄ
(āļāļāļąāļāļāļĩāđ 2) āļ.āļĻ. 2545. āļāļĢāļļ āļāđāļāļāļĄāļŦāļēāļāļāļĢ:
āļāļĢāļī āļāļŦāļ§āļēāļāļāļĢāļēāļāļāļī āļ.
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practices, proven methodologies, and lessons
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Bonk, C. J. & Graham, C. R. (2004). Handbook of
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Driscoll, M. (2002) Blended Learning: letâs get
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line] Available:http://elearningmag.com/
ltimagazine
Kaye, T. (2003). Blended learning: how to
integrate online & traditional learning.
London: Kogan Page.
Ward, R. (1998). "Active, collaborative, and case-
based learning with computer-based case
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