e-Learninge-Learningin Thailandin Thailand
LEARNING OUTCOMES FROM LEARNING OUTCOMES FROM BUSINESS STATISTICS COURSE USING BUSINESS STATISTICS COURSE USING ONLINE VS. TRADITIONAL METHODSONLINE VS. TRADITIONAL METHODS
PANNEE SUANPANGPANNEE SUANPANGDoctor of Technology in ScienceDoctor of Technology in Science
DR PETER PETOCZDR PETER PETOCZSenior lecturerSenior lecturer
VS.
e-Learninge-Learningin Thailandin Thailand
PRESENTATION OUTLINEPRESENTATION OUTLINE
• Research background• Statement of problems• Introduction to online course• Methodology (Participants, Procedures, Instruments,
Method of data collecting and analysis)
• Results• Discussion• Further research
e-Learninge-Learningin Thailandin Thailand
BACKGROUND
• Encourage development of effective and efficient course material for Internet delivery
• Improve quality of learning• Increase educational opportunities of students
in 27 campuses to access to online course and virtual library
• Promote philosophy of “Learning anywhere, anytime under the same standard” and become “Cyber University”
e-Learninge-Learningin Thailandin Thailand
PROBLEMS ADDRESSED
• Limited lecture time• Difficulties encountered with learning from
Video-conferencing system• Difficult to understand statistics concepts• Unable to apply the concepts to real world
and daily life• High failure rates• Negative attitude toward learning• Unsatisfactory experience of learning
e-Learninge-Learningin Thailandin Thailand
RESEARCH FRAMEWORK
Revised Learning Process Model based on Bostrom et al (1988)
e-Learninge-Learningin Thailandin Thailand
COURSE DEVELOPMENT LIFE CYCLE
Plan
Design
Develop & Delivery
EvaluateNext Course
e-Learninge-Learningin Thailandin Thailand
CONTENT
e-Learninge-Learningin Thailandin Thailand
COMMUNICATION
e-Learninge-Learningin Thailandin Thailand
GROUP
e-Learninge-Learningin Thailandin Thailand
STUDENT TOOLS
e-Learninge-Learningin Thailandin Thailand
METHODOLOGY
• Participants
• Procedures
• Instruments
• Data collection
• Data analysis
e-Learninge-Learningin Thailandin Thailand
PARTICIPANTS
Online campus-based• Group 1 (n=58)
• Group 2 (n=48)
Online distance• Group 6 (n=5)
Traditional campus-based• Group 3 (n=52)
• Group 4 (n=63)
Traditional distance• Group 4 (n=28)
e-Learninge-Learningin Thailandin Thailand
PROCEDURES
Orientation Main research
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INSTRUMENTS
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METHODS OF DATA COLLECTION
Quantitative approach• Questionnaires
• Grades
• Previous teaching of teachers
Qualitative approach• Interviews, students’ diaries and messages from
discussion board
e-Learninge-Learningin Thailandin Thailand
GRADES
Traditional Online
Campuses-based Mid-term exam 50% 50%
Final exam 30% 30%Homework 10% 10%Attendance 10% -
Individual project - 5%Group project - 5%
Total 100% 100% Distance-learning
Assignment and homework 60% 60%Final exam 40% 40%
Total 100% 100%
e-Learninge-Learningin Thailandin Thailand
METHODS OF DATA ANALYSIS
Quantitative Method• Separate distance student (n=5)
• Compare Mean and One-Way ANOVA of student ‘Grade’ and ‘Course evaluation’ between Online Group 1(n=52) and Group 2 (n=48)
• Compare Mean of previous teaching
Qualitative Method• Content analysis from interviews, students'
diaries, and messages from discussion board
e-Learninge-Learningin Thailandin Thailand
RESULTS
31.65 26.84 29.10
7.261 7.807 7.914
17.46 14.96 16.14
3.295 4.718 4.285
18.21 14.64 16.33
7.035 6.452 6.951
67.99 59.08 63.35
14.606 10.759 13.480
Mean
S.D.
Mean
S.D.
Mean
S.D.
Mean
S.D.
Midterm exam (50%)
Classwork (20%)
Final exam (30%)
Total (100%)
Online(n=100)
Traditional(n=115) Total
MODE
ANOVA of Total Mark by Mode
Dependent Variable: TOTAL
6865.321a 1 6865.321 64.971 .000
896816.121 1 896816.121 8487.218 .000
6865.321 1 6865.321 64.971 .000
22507.003 213 105.667
919606.313 215
29372.324 214
SourceCorrected Model
Intercept
MODE
Error
Total
Corrected Total
Type III Sumof Squares df Mean Square F Sig.
R Squared = .234 (Adjusted R Squared = .230)a.
e-Learninge-Learningin Thailandin Thailand
RESULTS
Quantitative Results
• There are significant differences between grades of students in each MODE (Online-Traditional)
• Students gained several advantages from the online course which assisted and supported their learning
• Overall, online students were satisfied with the course, especially the teaching methods
e-Learninge-Learningin Thailandin Thailand
RESULTS
Qualitative Results• Student used online course for reading course
materials, doing exercise, searching information, quiz, and communication
• Assisted and supported their learning e.g. flexibility, prompt feedback, reduced cost of paper work, no requirement for class attendance, supported individual learning, fun and enjoyable, opportunity to express opinions and ask questions, especially for shy students
• Improve learning process effectively
e-Learninge-Learningin Thailandin Thailand
• Online course can assist and support student learning
• Improve quality of learning and teaching to be more effective
• Increase students’ satisfaction• Increase educational opportunities for distant
students• Support philosophy of ‘Student-Centred’ and
‘Learning anywhere, anytime under the same standard’
DISCUSSION
e-Learninge-Learningin Thailandin Thailand
• Instructional design (Suanpang & Kalceff, 2003)
• Student attitude toward learning online business statistics (Suanpang, Petocz & Kalceff, 2003)
• Learning experiences (Suanpang & Petocz, 2003)
• How technology influences students in developing and changing their attitudes toward statistics?
• How student learning can be improved by using online learning courses?
FURTHER RESEARCH
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QUESTIONS
CONTACT
Pannnee SuanpangPannnee SuanpangMathematical Sciences Department
Faculty of ScienceUniversity of Technology, Sydney
123 Broadway 2007 NSW AustraliaE-mail: [email protected]
Tel: (612) 9514-2240 Fax: (612) 9514-2260