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Dr. Pannee SuanpangDr. Pannee Suanpang

Deputy director Deputy director

Office of Academic Resources Center Office of Academic Resources Center and Information Technologyand Information Technology

Dr. Pannee SuanpangDr. Pannee Suanpang

Deputy director Deputy director

Office of Academic Resources Center Office of Academic Resources Center and Information Technologyand Information Technology

Presentation OutlinePresentation OutlinePresentation OutlinePresentation Outline e-University at SDUe-University at SDU e-Learning at SDUe-Learning at SDU e-Learning researche-Learning research

Statement of problemsStatement of problems Introduction to online courseIntroduction to online course Methodology (Participants, Procedures, Methodology (Participants, Procedures,

Instruments, Method of data collecting Instruments, Method of data collecting and analysis)and analysis)

ResultsResults DiscussionDiscussion Further researchFurther research

Success factors of e-learning at SDUSuccess factors of e-learning at SDU

e-University at SDUe-University at SDU e-Learning at SDUe-Learning at SDU e-Learning researche-Learning research

Statement of problemsStatement of problems Introduction to online courseIntroduction to online course Methodology (Participants, Procedures, Methodology (Participants, Procedures,

Instruments, Method of data collecting Instruments, Method of data collecting and analysis)and analysis)

ResultsResults DiscussionDiscussion Further researchFurther research

Success factors of e-learning at SDUSuccess factors of e-learning at SDU

Education ReformEducation ReformEducation ReformEducation ReformNational Education Act (NEA) 1999National Education Act (NEA) 1999

Improving efficiency and effectiveness of learningImproving efficiency and effectiveness of learning

Student-CentredStudent-Centred

Problem-Solving and analytical skillsProblem-Solving and analytical skills

Use Information and Communication TechnologyUse Information and Communication Technology

ICT Education Master Plan 2005ICT Education Master Plan 2005 Every students will have access to ICT for learning at Every students will have access to ICT for learning at

reasonable cost and adequate qualityreasonable cost and adequate quality

Integrate technological knowledge and information Integrate technological knowledge and information management skills to develop the ability to analyze, management skills to develop the ability to analyze, think creatively, solve problems and work in teamsthink creatively, solve problems and work in teams

National Education Act (NEA) 1999National Education Act (NEA) 1999 Improving efficiency and effectiveness of learningImproving efficiency and effectiveness of learning

Student-CentredStudent-Centred

Problem-Solving and analytical skillsProblem-Solving and analytical skills

Use Information and Communication TechnologyUse Information and Communication Technology

ICT Education Master Plan 2005ICT Education Master Plan 2005 Every students will have access to ICT for learning at Every students will have access to ICT for learning at

reasonable cost and adequate qualityreasonable cost and adequate quality

Integrate technological knowledge and information Integrate technological knowledge and information management skills to develop the ability to analyze, management skills to develop the ability to analyze, think creatively, solve problems and work in teamsthink creatively, solve problems and work in teams

“Learning anywhere, anytime under the same standard”

President of SDU

Asst Prof. Dr. Sirote Pholpuntin

“Learning anywhere, anytime under the same standard”

President of SDU

Asst Prof. Dr. Sirote Pholpuntin

SDU e-University SDU e-University InitiativeInitiativeSDU e-University SDU e-University InitiativeInitiative

e-University is a campuses-e-University is a campuses-wide initiative of the Suan Dusit wide initiative of the Suan Dusit

Rajabhat University (SDU) to Rajabhat University (SDU) to transform key relationships and transform key relationships and services, as well as academic, services, as well as academic, outreach and business process outreach and business process through the use of the Intranet, through the use of the Intranet, Internet and telecommunication Internet and telecommunication

technologies and practices. technologies and practices.

e-University is a campuses-e-University is a campuses-wide initiative of the Suan Dusit wide initiative of the Suan Dusit

Rajabhat University (SDU) to Rajabhat University (SDU) to transform key relationships and transform key relationships and services, as well as academic, services, as well as academic, outreach and business process outreach and business process through the use of the Intranet, through the use of the Intranet, Internet and telecommunication Internet and telecommunication

technologies and practices. technologies and practices.

e-University at SDUe-University at SDUe-University at SDUe-University at SDU

e-University at SDUe-University at SDU

Student demography: on/off campus

and integration of learning

Creating opportunities for students to

access resources world wide.

The institutional development model

Divisibility and flexibility of the degree

and modularization structure

Computer network management:

internal and outsource

Assessment: examinations, peer and

continuous

Student demography: on/off campus

and integration of learning

Creating opportunities for students to

access resources world wide.

The institutional development model

Divisibility and flexibility of the degree

and modularization structure

Computer network management:

internal and outsource

Assessment: examinations, peer and

continuous

SDU SDU e-University Modele-University Model

e-Learninge-Learning

ee--learning (electronic learning (electronic learning) as a term covering a wide learning) as a term covering a wide set of applications and processes, set of applications and processes, such as Web-based learning (WBI), such as Web-based learning (WBI),

virtual classrooms,virtual classrooms, andand digital digital collaborations. It includes the collaborations. It includes the

delivery of content via the delivery of content via the Intranet/Internet, audio-videotape, Intranet/Internet, audio-videotape,

satellite broadcast, and other satellite broadcast, and other medias. medias.

ee--learning (electronic learning (electronic learning) as a term covering a wide learning) as a term covering a wide set of applications and processes, set of applications and processes, such as Web-based learning (WBI), such as Web-based learning (WBI),

virtual classrooms,virtual classrooms, andand digital digital collaborations. It includes the collaborations. It includes the

delivery of content via the delivery of content via the Intranet/Internet, audio-videotape, Intranet/Internet, audio-videotape,

satellite broadcast, and other satellite broadcast, and other medias. medias.

e-Learning at SDUe-Learning at SDU Easy to build common structures for Easy to build common structures for

information and learning sequencesinformation and learning sequences Develop standard approach for mass Develop standard approach for mass

content content Enables communication between Enables communication between

teacher/student and student/studentteacher/student and student/student Link to external sources of informationLink to external sources of information Provides familiar interface with Web Provides familiar interface with Web

browserbrowser Convenience and flexibility, no need for Convenience and flexibility, no need for

class attendancesclass attendances Immediately feedback Immediately feedback

Easy to build common structures for Easy to build common structures for information and learning sequencesinformation and learning sequences

Develop standard approach for mass Develop standard approach for mass content content

Enables communication between Enables communication between teacher/student and student/studentteacher/student and student/student

Link to external sources of informationLink to external sources of information Provides familiar interface with Web Provides familiar interface with Web

browserbrowser Convenience and flexibility, no need for Convenience and flexibility, no need for

class attendancesclass attendances Immediately feedback Immediately feedback

Research on e-LearningResearch on e-Learning

Encourage development of effective and Encourage development of effective and

efficient course material for Internet deliveryefficient course material for Internet delivery

Improve quality of learningImprove quality of learning

Increase educational opportunities of students Increase educational opportunities of students

in 27 campuses to access to online course and in 27 campuses to access to online course and

virtual libraryvirtual library

Promote philosophy of Promote philosophy of ““Learning anywhere, Learning anywhere,

anytime under the same standardanytime under the same standard”” and become and become

““Cyber UniversityCyber University””

Business statistics Online Business statistics Online CourseCourse

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

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 frameworkResearch framework

Online Learning

Learning Outcomes

Attitude towardLearning

Students’ experienceof learning

Instructional Design

Collaborative LearningLearning activities

Studentcharacteristics

System Development Life System Development Life CycleCycle

Plan

Design

Develop & Delivery

EvaluateNext Course

Online Course ContentOnline Course Content

CommunicationsCommunications

CollaborationsCollaborations

Course ToolsCourse Tools

Research methodologyResearch methodology

ParticipantsParticipants

ProceduresProcedures

InstrumentsInstruments

Data collectionData collection

Data analysisData analysis


ProceduresProcedures


Data collectionData collection

Data analysisData analysis


Online campus-basedOnline campus-based Group 1 (n=58)Group 1 (n=58) Group 2 (n=48)Group 2 (n=48)

Online distanceOnline distance Group 6 (n=5)Group 6 (n=5)

Traditional campus-basedTraditional campus-based Group 3 (n=52)Group 3 (n=52) Group 4 (n=63)Group 4 (n=63)

Traditional distanceTraditional distance Group 4 (n=28)Group 4 (n=28)

ProcedureProcedure

OrientationOrientationOrientationOrientation Main researchMain researchMain researchMain research


Methods of data Methods of data collectioncollection

Quantitative approachQuantitative approach QuestionnairesQuestionnaires GradesGrades Previous teaching of teachersPrevious teaching of teachers

Qualitative approachQualitative approach Interviews, students’ diaries andInterviews, students’ diaries and

messages from discussion boarmessages from discussion boardd

Quantitative approachQuantitative approach QuestionnairesQuestionnaires GradesGrades Previous teaching of teachersPrevious teaching of teachers

Qualitative approachQualitative approach Interviews, students’ diaries andInterviews, students’ diaries and

messages from discussion boarmessages from discussion boardd

AssessmentAssessment

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 analysisMethods of data analysis

Quantitative MethodQuantitative MethodDescriptive statisticsDescriptive statisticsANOVAANOVARegression analysisRegression analysis

Qualitative MethodQualitative MethodContent analysis from interviews, Content analysis from interviews,

students' diaries, and messages from students' diaries, and messages from discussion boarddiscussion board

Quantitative MethodQuantitative MethodDescriptive statisticsDescriptive statisticsANOVAANOVARegression analysisRegression analysis

Qualitative MethodQualitative MethodContent analysis from interviews, Content analysis from interviews,

students' diaries, and messages from students' diaries, and messages from discussion boarddiscussion board

Content Analysis Content Analysis

SocialPresence

CognitivePresence

TeachingPresence

EducationalExperience

SettingClimate

Selectingcontext

SupportingDiscourse

Element of Educational Experience applied from Garrison & Anderson 2003Element of Educational Experience applied from Garrison & Anderson 2003

ResultsResultsGender 70% female

Age 90% 19-21

Highest education 75% High school

Religion 99% Buddhist

Family income 48% 10,000-20,000 (Bh/mth)

Resident 55% other provinces

Employment 80% Not employed

Scholarship 5% Funded

Satisfaction 98% would like to study online in future

Learning OutcomesLearning Outcomes

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.

Learning OutcomesLearning Outcomes

Number of times accessed

1400120010008006004002000-200

Tota

l ma

rk

100

90

80

70

60

50

40

Log base-2 access

1110987654321To

tal m

ark

100

90

80

70

60

50

40

Regression Analysis Regression Analysis

Attitude toward learningAttitude toward learning

Qualitative ResultQualitative Result

Cognitive presenceCognitive presence Students’ background and prior knowledgeStudents’ background and prior knowledge Students’ perceptions of learning statistical Students’ perceptions of learning statistical

contextcontext Reflective and higher-order thinkingReflective and higher-order thinking

Social PresenceSocial Presence Communication in the learning environmentCommunication in the learning environment Learning environmentLearning environment Collaborative learningCollaborative learning

Teaching PresenceTeaching Presence Course management and teaching techniqueCourse management and teaching technique Technology Technology Role of teachersRole of teachers

Cognitive presenceCognitive presence Students’ background and prior knowledgeStudents’ background and prior knowledge Students’ perceptions of learning statistical Students’ perceptions of learning statistical

contextcontext Reflective and higher-order thinkingReflective and higher-order thinking

Social PresenceSocial Presence Communication in the learning environmentCommunication in the learning environment Learning environmentLearning environment Collaborative learningCollaborative learning

Teaching PresenceTeaching Presence Course management and teaching techniqueCourse management and teaching technique Technology Technology Role of teachersRole of teachers


Cognitive presenceCognitive presence

Required intensive course for Mathematics, general Required intensive course for Mathematics, general

computer and Internet skill and English literacy computer and Internet skill and English literacy

Developed a higher cognitive to comprehend statistics Developed a higher cognitive to comprehend statistics

context, ability to apply statistical ideas in the their daily life, context, ability to apply statistical ideas in the their daily life,

ability of evaluating their own work and level of self-ability of evaluating their own work and level of self-

guidance of their independence learningguidance of their independence learning

Achieved higher scores and certainly much better positive Achieved higher scores and certainly much better positive

attitude and appreciation of the course attitude and appreciation of the course


Social PresenceSocial Presence

Online students had effective way of communication Online students had effective way of communication (asynchronous and synchronous) and have high level of (asynchronous and synchronous) and have high level of interaction between their classmate and teacherinteraction between their classmate and teacher

Online Online collaborative learning offered the opportunities for collaborative learning offered the opportunities for students to share with others their thinking, interpretation, and students to share with others their thinking, interpretation, and reaction to the ideas that are being presented. Students differed reaction to the ideas that are being presented. Students differed in their approaches to this new learning environment where in their approaches to this new learning environment where there are fewer social cues to shape participation, hence, the there are fewer social cues to shape participation, hence, the extent of interdependence and cooperation of each group extent of interdependence and cooperation of each group variedvaried


Teaching presenceTeaching presence

Online were satisfied the course management strategies Online were satisfied the course management strategies and role of teacherand role of teacher

Role of online teacher were changed from dictator Role of online teacher were changed from dictator becoming facilitator, which responsible for providing becoming facilitator, which responsible for providing feedback, guide learning direction, and encouraging student feedback, guide learning direction, and encouraging student to learnto learn

Online student gained advantages of flexibility of Online student gained advantages of flexibility of accessing to the course, which assisted learning process and accessing to the course, which assisted learning process and learning activities more effective and flexibilitylearning activities more effective and flexibility

Teaching presenceTeaching presence

Online were satisfied the course management strategies Online were satisfied the course management strategies and role of teacherand role of teacher

Role of online teacher were changed from dictator Role of online teacher were changed from dictator becoming facilitator, which responsible for providing becoming facilitator, which responsible for providing feedback, guide learning direction, and encouraging student feedback, guide learning direction, and encouraging student to learnto learn

Online student gained advantages of flexibility of Online student gained advantages of flexibility of accessing to the course, which assisted learning process and accessing to the course, which assisted learning process and learning activities more effective and flexibilitylearning activities more effective and flexibility

Conclusion of the Conclusion of the researchresearch

Online course can assist and support student Online course can assist and support student learninglearning

Improve quality of learning and teaching to be Improve quality of learning and teaching to be more effectivemore effective

Increase students’ satisfactionIncrease students’ satisfaction Increase educational opportunities for distant Increase educational opportunities for distant

studentsstudents Support philosophy of Support philosophy of ‘Student-Centred’‘Student-Centred’ and and

‘Learning anywhere, anytime under the same ‘Learning anywhere, anytime under the same standard’standard’

Online course can assist and support student Online course can assist and support student learninglearning

Improve quality of learning and teaching to be Improve quality of learning and teaching to be more effectivemore effective

Increase students’ satisfactionIncrease students’ satisfaction Increase educational opportunities for distant Increase educational opportunities for distant

studentsstudents Support philosophy of Support philosophy of ‘Student-Centred’‘Student-Centred’ and and

‘Learning anywhere, anytime under the same ‘Learning anywhere, anytime under the same standard’standard’

Further ResearchFurther Research

Learning outcomes in other aspects such as grade (Suanpang & Petocz, 2003a)

Student attitudes towards learning in online business statistics (Suanpang, Petocz & Kalceff, 2004)

Learning experiences (Suanpang & Petocz, 2003b)

Instructional design (Suanpang, Petocz & Kalceff, 2003)

Teamwork Vs. Individual online learning (Suanpang, Petocz & Kalceff, 2004)

E-Learning in Thailand (Suanpang & Petocz, 2004)

Learning outcomes in other aspects such as grade (Suanpang & Petocz, 2003a)

Student attitudes towards learning in online business statistics (Suanpang, Petocz & Kalceff, 2004)

Learning experiences (Suanpang & Petocz, 2003b)

Instructional design (Suanpang, Petocz & Kalceff, 2003)

Teamwork Vs. Individual online learning (Suanpang, Petocz & Kalceff, 2004)

E-Learning in Thailand (Suanpang & Petocz, 2004)

K.E.P.T.S Model for K.E.P.T.S Model for success of success of e-Learning at SDUe-Learning at SDU

Knowledge LMS Link to external resources

Environment Organizational culture and policy

People Training skills, services minds and open minds

Technology Scalability Accessibility

System Holistic approaches

Knowledge LMS Link to external resources

Environment Organizational culture and policy

People Training skills, services minds and open minds

Technology Scalability Accessibility

System Holistic approaches

K.E.P.T.S Model for K.E.P.T.S Model for success of success of e-Learning at SDUe-Learning at SDU

Knowledge, Environment, Technology & People harmonize together

Change Management Staff training Appreciation of new skills and soft

skill-management Learning and managing standard IT networks A strong pedagogic rationale

Re-engineering of Work flow

Knowledge, Environment, Technology & People harmonize together

Change Management Staff training Appreciation of new skills and soft

skill-management Learning and managing standard IT networks A strong pedagogic rationale

Re-engineering of Work flow

Future of Future of e-Learning at SDU e-Learning at SDU

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