iec2012_international_e-learning_2012
TRANSCRIPT
21st Century Student Outcomes & Support
Systems
The Partnership for 21st Century Skills : http://www.p21.org
To examine the outcomes of students employing blended e-Learning activities in the Information and Innovation Management Course
To study students’ satisfaction on e-Learning teaching approach by using blended e-Learning activities
To develop e-Learning module for the Information and Innovation Management Course by using blended learning online activities for graduate students
graduate students of Bangkok-Thonburi University, enrolled in the entire academic year of 2010
graduate students of Bangkok-Thonburi University, taking the Information and Innovation Management Course on Srisaket Campus in the academic year of 2010. The total recruited students were 90.
Sample GroupSample Group
PopulationPopulation
e-Learning of the Information and Innovation Management CourseBlending e-Learning approach
Learning outcomesFive areas of satisfaction including content and style, testing, visual aids and language, letters and colors, and lesson management
Dependent Dependent VariablesVariables
IndependenIndependent Variablest Variables
Comprehensive Approach to Program Evaluation in Open and Distributed Learning
1. Analysis and Design
Data were collected by means of lecturers’ and students’ participatory process or experimental study. The process began with content analysis, scope of content design, determination of objectives, and writing script and flowchart. These processes were monitored on LMS.
2. Development of e-Learning
After collaborative development of e-Learning, the researchers gave MOODLE e-Learning training program to students to enable them to study independently through e-Learning web: http:www.bkkthon.net. Students’ knowledge was also assessed using an achievement test.
3. Implementation
The researchers combined lecturing with blended e-Learning, which included exercises, homework, research and organizational analysis of information management. Students were assigned to do activities during all lecture sessions and exchange their ideas through e-Learning system.
4. Blended e-Learning Activities
Undergraduate students spent half or 50 percent of their regular-class time studying the Information and Innovation Management. They did 50 percent of activities and additionally research according to each lesson to share with their classmates.
5. Formative Evaluation
After students studied the content of the Information and Innovation Management in each session, they would need to take an achievement test. Then they had to complete exercises online. After finishing all exercises for all contents, students were required to take the same achievement test again.
6. Summative Evaluation
Both lecturers and students first co-assessed quality of e-Learning. Then a specialist was invited to assess the developed e-Learning. The four assessment criteria were adopted from Department of Academic Affairs.
7. Innovation Adoption
Lecturers and students co-summarized the process and procedure of e-Learning activity development, adopted as teaching techniques. They also offered ways to improve and develop more appropriately.
e-Learning BKK-Thonburi
Blended Learning Activities
The findings of blended learning for the Information and Innovation Management Course through e-Learning activities showed that the graduate students of Bangkok-Thonburi University could achieve in their learning at a high level (84.59 %).
Their learning outcome through e-Learning activities averaged 42.83 % and 41.76 % for their learning from
a regular class.
The overall satisfaction of the students with blended learning through e-Learning was at the highest level (X = 4.61).
However, when considering each criterion, they were highly satisfied with all of it: content and style of blended learning through e-Learning
activities ( X = 4.62)testing ( X= 4.67)visual aids and language ( X = 4.58)letters and colors ( X = 4.56)lesson management ( X = 4.63)
The blended e-Learning management is an appropriate approach to teach tertiary students. The reason is that they are experiential and mature enough to study independently without learning face-to-face in the classroom alone. If lecturers manage to blended learning activities in a regular classroom with appropriation, students can likewise learn at an appropriate level, by themselves and at virtual time. Such independent learning characterizes graduate students who are not only learners but also academics.
Acknowledgement Dr.Warat Pluksakullanan
Graduate Students
at Srisaket,Kantaraluk
and Ubonrachatani
BangkokThonburi University
(Sisaket Campus)
