e-learning in thailand learning outcomes from

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.


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


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”


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


RESEARCH FRAMEWORK

Revised Learning Process Model based on Bostrom et al (1988)


COURSE DEVELOPMENT LIFE CYCLE

Plan

Design

Develop & Delivery

EvaluateNext Course


CONTENT


COMMUNICATION


GROUP


STUDENT TOOLS


METHODOLOGY

• Participants

• Procedures

• Instruments

• Data collection

• Data analysis


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)


PROCEDURES

Orientation Main research


INSTRUMENTS


METHODS OF DATA COLLECTION

Quantitative approach• Questionnaires

• Grades

• Previous teaching of teachers

Qualitative approach• Interviews, students’ diaries and messages from

discussion board


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%


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


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.


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


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


• 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


• 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


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

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