Development of Blended E-Learning Model Using Online Interactive

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blogging experience can be useful for knowledge, skills and experience to work
future careers as they could apply (3.00).

Table 2 : Students’ opinions on their news blogging experience (n = 31)

Item Students’ opinions on news blogging experience Mean S.D. Rank
sequence in
Practicing news writing draws my attention to news, current 3.23 .497 1
the situations, social activities and social problems around me. 3.19 .654 2(2)
questionnaire I have used the vocabulary in the news context which I have learned 3.19 .543 2 (2)
in the class to compose news in my blog. 3.13 .428
13. Practicing news writing allows me to apply critical skills more than 3.10 .301 3
before. 3.00 .516 4
4. Practicing news writing makes me feel more interested in current 3.00 .775 5(3)
situations and news around me. 3.00 .516 5(3)
14. Practicing news writing has broadened my points of view on current 2.97 .482 5(3)
news and activities in the society. 2.97 .547 6(2)
15. I am proud of presenting useful news or information in my news 2.90 .790 6(2)
blog. 2.90 .597 7(3)
16. Practicing news writing in blogs for this class made me feel that I 7(3)
was practicing and working as a real news reporter. 2.90 .597
10. Practicing news writing in my blog gives me knowledge, skills and 7(3)
experience that I can apply for my work in the future. 2.87 .670
12. I have applied techniques of news writing learned in the class to 2.87 .619 8(2)
compose news in my blog. 2.74 .682 8(2)
18. My blog always reports up-to-date and important news which I think 2.48 .724
they are very useful for my audience. 2.48 .769 9
3. I am happy to know my news blog has received comments from the 2.45 .568 10(2)
audience. 2.42 .720 10(2)
9. I think in the future, blogging should be used as a medium to 2.19 .654
encourage EFL students to practice writing news. 2.9032 .45484 11
8. Practicing news writing in blog encourages me to bring all 12
knowledge, skills and experience from class to help or volunteer to 13
11. work either in the public relations office of my university or
government agencies or private organizations.
20. Writing English news in my blog helps improve my news writing
skill.
2. I am happy to know my news in the blog has been read.
Practicing writing news has made me gain more confidence in
7. composing English news.
17. Using blog motivates me to write English news more than before.
After completing my study in this course, I have more attention in
5. the career of news writer.
21. I love writing English news more than before.
I will use blog to continue writing news and other interesting
1. information after completing this course.
19. My news blog interested the audience so that they kept reading the
news in my blog.
6.

The results of the present research support limited number of audiences. The present
the findings and claims of the previous study, thus, suggests that students’ news
studies which advocate blogs for education blogs should be promoted more actively
and communication, such as the studies of on the campus and in the community in
Oladi (2005), Bloch (2007), Dujsik and order to connect the authors with the
Cai (2011), and Muangnakin and audiences. Generally, the students in this
Tuntinakhongul (2012). study seemed to be more satisfied with the
Nonetheless, the students appeared to think benefits of news blogging for practicing
that their news blogs could attract a very and improving their English skills, such as

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practicing writing regularly, applying academic seminars, students’ voluntary
knowledge of news writing, and using new activities in the community, students’
vocabulary than with an opportunity for awards, plays, singing contest, sports days,
career development in journalism. It could the hazing ceremony, a farewell party for
be explained that generally the students senior students, the institute’s affairs,
enrolled in the Applied Arts program have faculty members’ research, etc. Other
not yet determined to pursue a specific intriguing news postings were about
career path until it is near the time they interviews with interesting people, local
will graduate or after that, so this course businesses, local people, social events,
which allowed them to survey the celebrities, entertainment, politics,
experience of news writing merely for a education, and the environment. These
semester could not make a tremendous findings show that news blogging
impact on their career choice. Moreover, encouraged the students to generate their
as news writing is a challenging and interest in many things around them.
difficult task, the students’ perception
about their own limited English writing The benefits of news blogging
proficiency may have affected their From the responses to the open-ended
opinions on news blogging in some way. questions in the questionnaire, the
Therefore, future research may need to qualitative findings could confirm the
investigate this relationship. benefits gained from news blogging
However, the current study has advanced a reported earlier in the quantitative findings.
step in reporting the effects of applying Three types of the advantages of news
blogs, an electronic device on the Internet, blogging were found; news blogging
for educational goals. The study attempted supported language learning, enhanced
to make the best use of the electronic tool social and cognitive skills, and fostered
to accomplish the pedagogical goals of technology skills. Firstly, the opportunities
EFL instruction. The innovative pedagogy to practice writing in English could be
proposed in the study provided the prioritized as the most important benefit. 8
students with the opportunities to practice students agreed that they had more
a new form of literacy and authorship in opportunities to practice English. 7
their EFL class allowing the students to students focused on improving their news
develop the important electronic literacy writing skills while 5 students said that it
skills. helped improve their writing skills in
general. 4 students believed that they were
Qualitative Findings more cautious about language use. The
Qualitative findings can confirm the other benefits included learning new words.
quantitative results that blogs offer a lot of Secondly, social skills and critical thinking
benefits for learning English as a foreign skills could be enhanced by blogging
language, especially practicing news experiences. 7 students felt they were more
writing. The students covered various engaged in and cared more about current
news topics in their news blogs. situations, including news and social
Nonetheless, some problems were raised activities around them. 3 students thought
and the suggestions related to the selection news blogging encouraged them to think
of blog provider, the organization of time, critically. 3 students thought that blog was
and the types of support needed should be a space to let others share ideas with them
taken into account for further improvement. and it was a medium to help them connect
The topics of news coverage to the world. The other benefits included
The popular news topics posted in blogs gaining more confidence and patience.
were about the events on the campus such Thirdly, blogging allowed the students to
as curricular activities, exhibitions, build communication skills using

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electronic technology on the World Wide well-designed, has fewer problems, and
Web. 4 students said that they could learn allows the user to create more categories
how to use blog more effectively. 2 of news. In terms of language barriers, 5
students agreed that blogging helped them students suggested that news writing
to develop computer and technology skills. should be done more regularly. 2 students
2 students said that blogging made news preferred practicing writing on the paper
more interesting and easily accessible. for the instructor to correct mistakes before
they post on the Internet. 2 students said
The problems of news blogging that reading more news articles from
The students reported 2 main types of newspapers would help them to write more
problems. The first group was related to effectively. The students also expressed
technology and the latter concerned their needs for more guidance and advice
language difficulties. In terms of from the instructor to help them use
technology, more than half of the correct grammar and sentence structures.
participants blamed the defects as a result In addition, some students said that they
of technical problems such as spam, needed more time to finish each news
system break-down, slow connection, and entry.
uncontrolled conditions of the blog
provider. Concerning the problems related Implications for EFL Instruction
to language use, 8 students thought their For instructional implications in EFL
grammar was poor. 4 students said they courses, the findings from the current
had insufficient vocabulary. 3 students study should be cautiously applied because
could not use the correct sentence students’ news blogging should also
structures. 2 students said they could not essentially focus on careful and unbiased
organize ideas well. news reporting. In addition, other codes of
Other miscellaneous problems came from journalism practices related to accuracy,
various factors. 2 students said they had no privacy, discrimination, confidential
idea about what to write and they could not sources, witnesses, children, and victims
find something interesting to write about. of crime should be rigorously observed
The problem concerning time constraints and strictly adopted when students practice
was also raised as some students felt they reporting news.
had loads of homework and assignments to Nevertheless, when blog assignment is
deal with in other subjects. They thought carefully designed and supervised, the
writing news in blog took time longer than technology can provide a lot of benefits for
they expected. So, they could not manage learning. After the ASEAN community has
their time for doing other things effectively. been launched, Thailand will need to
The students said they needed more cooperate with its neighboring countries
guidance and correction to help them gain more than it did in the past, and we will
more confidence in using English to see the flow of workforces from the
express their ideas and write news articles member countries in the country.
more effectively. Inevitably, Thai people will be pressed by
the needs for international transactions and
Suggestions for improving news blogging communications at home and overseas.
assignment Therefore, Thai citizens have to embrace
There were 2 main aspects of suggestions such changes and prepare themselves for
from the students related with the international cooperation and competitions.
problems mentioned above: blog As EFL educators, we need to assist Thai
technology and language difficulties. 6 students to improve their English skills
students were not satisfied with the blog and encourage them to use English in daily
technology; they need the blog which is life.

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education. Generally, the students agreed epistemology of the news:
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enhanced their social and cognitive skills, Society, 6, 443-68.
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However, some problems related to the to basic. Nieman Reports,
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were also addressed, and they need to be Muangnakin, P., & Tuntinakhongul, A.
taken into account when implementing a (2012). Reading and writing
blogging assignment. in connections: Blogging
experiences of the English-
Major students in their
reading class in

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Proceedings of the 10th
International Conference on
Developing Real-life
Learning Experiences:
Education for Sustainable
Development as a Pathway
to ASEAN Community, 11
May, 2012, Bangkok,
Thailand. 178-187.
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Oladi, S. (2005). Study of Tehran medical
students’ social interaction
in cyber blogging
environment and its effect
on IELTS writing
proficiency. Unpublished
master’s thesis. Tehran
University, Tehran.
Regan, T. (2003). Weblogs threaten and
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Mind Map Based Semantic Web Browser for Tablets

J. Nandakwang1 and P. Chongstitvatana2
1Department of Computer Engineering, Chulalongkorn University, Bangkok, Thailand

([email protected])
2Department of Computer Engineering, Chulalongkorn University, Bangkok, Thailand

([email protected])

ABSTRACT understanding Semantic Web as a basis to
use it effectively.
Semantic Web embeds “meaning” to
data in order for users to retrieve To make it easier to use the Semantic Web,
information more effectively. The the design of the user interface should be
number of webs that have semantic tags in the form of the diagram which reflects
is increasingly available in many the structure of a Semantic Web. We
domains. However, tools for using consider many diagrams that typical people
Semantic Web nowadays are still and children can understand it without
difficult to use and require technical knowledge or even little
understanding of semantic tags. This knowledge about computers. We believe
research aims to provide a tool to help that Mind Map is appropriate for this case
students and children to have access to due to ease of understanding. The format
Semantic Web. As tablets start to of Mind Map fits to the structure of
become a standard platform for students meaning of Semantic Web. That is the
and children to access the internet, main idea of this research.
Semantic Web browser on tablets is a
logical development. To simplify a query, 2) BRIEF INTRODUCTION TO THE
users compose the query using Mind MIND MAP
Map metaphor. An interface based on
touch can be implemented to compose a Mind Map is a diagram that represents the
query diagram. This interface makes connection of concepts, ideas, topics or
learning more fun and retrieving thoughts. The Mind Map has been used in
information more easily. It also large scale, especially in academic. Mind
encourages students to explore Map starts with the main idea at the center
knowledge by themselves. Instructors of the diagram and the related ideas branch
can also present information more out like a tree. Each branch is further
interestingly in form of relationships divided into several other related ideas.
between topics. The important highlight of the Mind Map
is that each branch can continue as long as
Keywords there are new ideas related to the
Linked Data, Mind Map, Semantic Web, subdivision. Figure 1 shows an example of
tablet the Mind Map.

1) INTRODUCTION 3) BRIEF INTRODUCTION TO THE
SEMANTIC WEB
The Semantic Web is a new technology
where there are mechanisms to link various Semantic Web is a new technology based
components and combined them into a on current Web technologies and the
system. It is difficult to design a program Internet. Essentially, the Semantic Web is a
to connect typical users especially children set of protocols at different levels that
to the Semantic Web. Users require work together to enable us to store the data

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4) RETRIEVING THE DATA FROM
THE SEMANTIC WEB IN THE FORM
OF MIND MAP

Figure 1: An example of the Mind Map1 Figure 2: Layers of technologies that work
together as the Semantic Web3
structures on the Web in the form of the
relationship. The relationship can connect To search data from the Linked Data using
between many systems via the Internet to Mind Map metaphor, starting from creating
form a virtual large distributed database. a main concept with a keyword you want
Simply speaking, if the World Wide Web is to search. For example, to search for
the web of traditional documents linked by information from Linked Data about the
hyperlinks, the Semantic Web is the web of term ‘Chula’ will be shown in Figure 3.
data linked by semantic relationships
which we call this as Linked Data. Figure 3: Start creating main idea from
keyword to find
This is some example to show advantages
of Linked Data over the current Web. To The first node is the node ‘Chula’ then the
finding information about proteins that program will find information from Linked
affect the treatment of Alzheimer's disease. Data about this main concept as shown in
It has been studied around the world today. Figure 4.
If you search using the regular search
engine results might be greater than
200,000 documents from web sites around
the world and we are unable to distinguish
or discover them at all. However, in the
Linked Data, the result may be a list of just
merely 20 of proteins that affect the
disease from the Semantic Web of the
current researchers that share information.2
Figure 2 illustrates the layers of related
technologies integrated together as the
Semantic Web.

1 http://en.wikipedia.org/wiki/mind_map Figure 4: Another related ideas found from
2 http://www.ted.com/talks/tim_berners_lee_on_the the Semantic Web

_next_web.html 3 http://en.wikipedia.org/wiki/semantic_web

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When you double-click or double-tap on To expand the sub topic, there may be
some cases where the expanded topic has
any of the sub topic, the program will been previously displayed on the Mind
Map. The program will display an arrow
search and display information in Linked link and links back to the first topic

Data associated with that sub topic. Figure

5 and Figure 6 shown when tap on the
‘Chulalongkorn’ and ‘Chulalongkorn
University’, respectively.

Figure 5: Expanding a sub topic

Figure 6: Expand another more sub topic Figure 8: The kind of a sub topic data
If you want to know the relation of the sub
topic to the prior topic or want to know the appeared to reflect the relationship of the
type of data the sub topic, move the pointer relevant information and avoid duplication
over or directly tap the sub topic then and redundancy in the case that has caused
program will show the relationship the loop. For example, in Figure 9, the
between the topic or the kind of such topic ‘King Vajiravudh’ is found to have a
information. For example, in Figure 7, sub topic called ‘King Chulalongkorn’
when tap on ‘26 March 1917’ it shows that which appears previously.
is the establishment of the university. In
Figure 8, when tap at ’36,199’ it shows that Figure 9: Link between the topics that are
is the total number of all students in the previously displayed
university.
5) EXAMPLE OF SEMANTIC WEB
Established QUERY

Figure 7: The relationship of a sub topic Finding information from Linked Data to
display on the Mind Map required multiple
components of the Semantic Web.
However, one of the most important parts
is to create queries in SPARQL. We will
not describe the details of SPARQL here
but rather simply shows an example query4
to achieve results from ‘Chulalongkorn
University’ sub topic expansion in Figure 6.

4 http://dbpedia.org/snorql/

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PREFIX owl: <http://www.w3.org/2002/07/owl#> Auer, S., & Lehmann, J. (2007). What
PREFIX xsd: Have Innsbruck and Leipzig in
<http://www.w3.org/2001/XMLSchema#> Common? Extracting Semantics
PREFIX rdfs: <http://www.w3.org/2000/01/rdf- from Wiki Content The Semantic
schema#> Web: Research and Applications.
PREFIX rdf: <http://www.w3.org/1999/02/22-rdf- In E. Franconi, M. Kifer & W.
syntax-ns#> May (Eds.), The Semantic Web:
PREFIX foaf: <http://xmlns.com/foaf/0.1/> Research and Applications (Vol.
PREFIX dc: <http://purl.org/dc/elements/1.1/> 4519, pp. 503-517): Springer
PREFIX : <http://dbpedia.org/resource/> Berlin / Heidelberg.
PREFIX dbpedia2: <http://dbpedia.org/property/>
PREFIX dbpedia: <http://dbpedia.org/> Auer, S. (2011). The emerging web of
PREFIX skos: linked data. Paper presented at the
<http://www.w3.org/2004/02/skos/core#> Proceedings of the 2011
International Conference on
SELECT ?property ?hasValue Intelligent Semantic Web-Services
WHERE { and Applications, Amman, Jordan.

<http://dbpedia.org/resource/Chulalongkorn_Univer Berners-Lee, T., Hendler, & J., Lassila, O.
sity> (2001). The Semantic Web.
Scientific American (Vol. 284, no.
?property ?hasValue 5, pp. 34-43)
}
Bizer, C., Heath, T., & Berners-Lee, T.
6) CONCLUSION (2009). Linked Data - The Story
So Far. International Journal on
To facilitate naïve users to use Semantic Semantic Web and Information
Web, the query based on drawing Mind Systems, 5(3), 1-22.
Map diagram is proposed. The
relationships in Mind Map are naturally fit Buzan, T. (1996). The Mind Map Book:
to the relationships in the Semantic Web. Penguin Books.
Hence, forming a query is easy and it has
additional advantage that users do not
require technical knowledge about
database and need very little computing
skill. This tool can increase the access to
the knowledge on the web for ordinary
people and young children.

REFERENCES

Auer, S., Bizer, C., Kobilarov, G.,
Lehmann, J., Cyganiak, R., & Ives,
Z. (2007). DBpedia: A Nucleus for
a Web of Open Data The Semantic
Web. In K. Aberer, K.-S. Choi, N.
Noy, D. Allemang, K.-I. Lee, L.
Nixon, J. Golbeck, P. Mika, D.
Maynard, R. Mizoguchi, G.
Schreiber & P. Cudré-Mauroux
(Eds.), The Semantic Web (Vol.
4825, pp. 722-735): Springer
Berlin / Heidelberg.

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An Ecological Approach to Using Ubiquitous Handheld Devices
in the Classroom

Dorota Domalewska
Department of English Language Studies,
Stamford International University, Bangkok, Thailand

([email protected])

ABSTRACT their learning spaces by taking learning out
of the classroom. It helps to build up
Technology has radically changed the learner autonomy and makes learning more
teaching paradigm offering learning personalized. Furthermore, it helps the
that is effective and attractive to school to keep up with the changing world.
students. Ubiquitous handheld devices
enhance knowledge acquisition through 2) ECOLOGICAL APPROACH TO
contextualized and social learning that is LEARNING
relevant to students’ needs. Mobile
technology provides learners with Technology-supported education proves to
additional educational experiences hence be highly successful in supporting learning
increasing their learning spaces by and teaching (Kukulska-Hulme & Shield,
taking learning out of the classroom. 2008; Traxler, 2005). An ecological
The aim of this paper is to analyze the approach to learning perceives education
use of technology in learning a foreign as a collaborative process embedded within
language from the ecological viewpoint. an environment; learning takes place in the
The use of handheld devices in interaction between the learner and the
education is discussed as playing a part environment (van Lier, 2004: 4-5).
in educational context in the interaction Ecological approach emphasizes diversity,
of the learner, the world’s languages and active participation of every individual
communicative technologies. working towards the intended goal and the
environment seen as exerting an influence
Keywords Language Learning, on the course and consequence of human
ecology, Foreign ubiquitous handheld development (Bronfenbrenner, 1988: 68;
mobile learning, Brown, 2000: 12). It introduces dynamics
devices into the classroom, interaction, and
complexity of relationships, which is in
1) INTRODUCTION line with Vygotsky’s learning theory. The
psychologist sees learning as a complex
Technology, especially mobile technology, and dynamic social experience.
is ubiquitous; wireless networks expand Bronfenbrenner (1988) also emphasizes
and mobile devices connected to the that development cannot be separated from
Internet increase in popularity. Most the complex system of relationships within
students own and use handheld the environment, which can be presented in
technological devices on a daily basis. the form of an order of systems: the
Increasingly widespread use of technology microsystem, which refers to “the
in the modern world affects every sphere structures and processes taking place in an
of life, including education. Educators immediate setting (…) (e.g. home,
should seize the opportunity arising from classroom, playground)” (Bronfenbrenner,
students’ interest in these technological 1988: 80); the mecosystem, that is the links
devices and their extensive use for between different settings (e.g. the link
instructional purposes hence increasing between family and school); the exosystem,

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which involves the links between different educational achievements and occupational
settings when one of the settings affects the career (Hurrelmann, 1988: 75; Sugarman,
individual indirectly (e.g. parents’ work 1967: 158-160).
and the child’s schoolwork); the
macrosystem, that is “an overarching 2.2) Peers
pattern of ideology and organization of the
social institutions common to a particular Apart from the family, peer groups form
culture or subculture” (Bronfenbrenner, another part of network with complex and
1988: 81). multidimensional character affecting the
learner. Past research (Coleman, 1961 as
The applications of Bronfenbrenner’s cited in Dornbusch, 1989: 236, Parsons,
theories in education are numerous 1942 as cited in Sugarman, 1967: 152)
comprising general education of the learner, showed that the peer group remains in
which needs to be instilled in close opposition to parents with peers and
cooperation with the child’s caregivers parents struggling for control over
taking into consideration social, cultural, teenagers. However, Bandura (1964 as
political, and linguistic context. First, cited in Dornbusch, 1989: 249; Coleman
students live in a larger political and 1961 as cited in Sugarman, 1967: 152)
historical context (the macrosystem), maintains that peers reinforce rather than
which affects their learning for example by oppose the values exhibited by parents.
motivating or demotivating them to learn Thus, parental and peer influence does not
the language of a country with which their stand in opposition; actually parents
native country maintains friendly or hostile influence the choice of peers first, by
relations. Next, complex relationships providing the relational model (i.e.
within the mecosystem and the exosystem children learn from the parents formation
(in particular the family, peers, school as and maintenance of social relations as well
well as the mass media) directly affect as social skills) and by affecting other
students’ learning process. social factors, such as social class and
educational level (Meeus, Oosterwegel &
2.1) Family Volleberegh, 2002: 95). It needs to be
pointed out that peer influence extends
The family plays a significant role in within the field limited by the factors that
children’s academic achievement; students are closely connected with the function of
who do better at school are the ones who the group; thus, in certain matters, such as
come from a stable family exhibiting physical appearance, peers’ acceptance is
consistent raising style, allowing joint- essential while in others, such as the choice
decision making and monitoring children’s of career and further education, it is less
behaviour rather than a single-parent one significant. Another research, carried out
in which children are allowed to take by Clay V. Brittain (1963) (also in Kandel
decisions early. Communication style and Lesser, 1970: 284; Meeus,
appears to be another factor important for Oosterwegel & Volleberegh, 2002) has
educational success; teenagers used to a shown that adolescents are likely to follow
free style communication at home become their parents’ expectations in future
better students and have more positive oriented situations as well as roles and
attitudes towards learning as they are more their peers’ expectations in current oriented
likely to interact successfully with teachers situations and identity needs. On the other
and peers, whereas pupils brought up in hand, Brown, Classen & Eicher (1986)
families where conformity was required found that the influence of peers decreases
tend to receive lower grades (Dornbusch, as teenagers mature and become
1989: 239-248). Familial socialization is so dissatisfied with conformity.
influential as to precondition the child’s

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2.3) School Furthermore, mass media publicize
knowledge and various domains of culture;
Alongside the family and peers school is a thus, introduce and reinforce the youth’s
social institution that affects the learner to intellectual diversity, promote the model of
a great extent. By and large, it is contended a good man, help to preserve cultural
that school (especially post-primary heritage, introduce cultural novelties, and
school) is focused on developing cognitive promote prosocial behaviour. The
skills rather than social ones; however, influential role of the mass media may be
teachers ought to remember that both used to the advantage of the learning
cognition and socialization are the main process that takes place at school. First,
goals of school education as well as television offers numerous educational
fostering the ability to learn or forming the programmes that are more attractive for
necessary social and psychological children and adolescents than school.
attitudes (Hurrelmann, 1988: 69). The Spending an abundant amount of time in
development of social and affective front of a television set, young people are
dimensions is possible due to student- used to being flooded with an unlimited
teacher interaction and technology- number of images, sounds and pieces of
supported education can create an information. Thus, the use of educational
abundance of opportunities for learners to and information programmes as well as
acquire skills of social interaction, films allows to escape the routine of the
cooperation and proper interpersonal lesson. An interesting source of authentic
relations in a group, turn-taking, face- and descriptive language are commercials,
saving or civility. which include a short message placed in a
setting familiar for learners. A rapidly
2.4) Mass media developing branch of Foreign Language
Teaching is Computer Assisted Language
Finally, the mass media affect learning and Learning (CALL) that, through the use of
development of students. The majority of the World Wide Web or e-mail, provides
teenagers watch television for at least 2 students with real-life social context and
hours a day. Assuming that at least 15 interpersonal interaction (other than
commercials are broadcast every hour, a teacher-student or student-student) that
young person may watch over eleven will enhance learning, develop
thousand advertisements a year the communicative and intercultural
majority of which carry consumerist values competences, and increase motivation.
and gender stereotypes. During their Furthermore, the Internet provides a rich
lifetime adolescents have seen 13,000 source of online materials for individual
violent deaths on television (Gerbner and use, which increases learners’ autonomy
Gross, 1980 as cited in Witt, 2000); and provides an abundance of
Aronson (2004) claims that an average opportunities for learning.
teenager has seen 100,000 acts of violence
(both physical and verbal). The mass By and large, the ecological approach to
media affect education of young people in learning provides a conceptual framework
several dimensions. First, the mass media for education where learning is based on
not only provide information, viewpoints interaction between the learner, the teacher,
on current and past affairs, entertainment, other students, instructional content and
and education but also judge and decide on technology thus enriching the resources for
the attractiveness of various domains of the learners and increasing their learning
culture (music, film, literature, ideology, spaces. But it is upon the teacher to
religion, sport). Second, the mass media determine the extent to which technology
create, reinforce, alter or destroy values is introduced to ensure meaningful learning
and norms of behaviour, stereotypes, that fits the needs of the learners and their
gender roles as well as authorities.

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changing learning habits. The ecological seeking, sieving and synthesizing
theory emphasizes that successful learning experiences rather than individually
is collaborative, responds to the needs of locating and absorbing information from a
learners and takes place through well- single best source, and active learning
adjusted and harmonious relationship with based on real and simulated experience
the environment. All elements of this that includes frequent opportunities for
relationship are dynamic and reflection” Dieterle et al (2006 as cited in
interdependent. Technology can be one of An, 2008: 207)
the factors that form a bridge between the
school setting and their personal life. 4) USING UBIQUITOUS HANDHELD
Large-scale social, cultural, political and DEVICES IN THE CLASSROOM
technological changes affect learners,
modify the way they learn and thus should Various ubiquitous handheld devices can
be reflected in the changes in education.
be used in the classroom to supplement
3) TECHNOLOGY IN THE
CLASSROOM learning activities. Teachers may integrate

Handheld devices can be easily integrated technology into the curriculum in order to
with classroom activities; thus, they facilitate students’ learning process as well
become convenient pedagogical tools that
are very popular with all learners. They are as to help with classroom administration,
both content-based and social devices.
First, mobile technologies deliver content e.g. mobile devices can be used to
in the form of written text, graphics, audio
e.g. mobile phones, MP3 players, handheld distribute announcements or for grading.
computers, and gaming devices. At the
same time, these devices can be used as Students, on the other hand, can use
social tools that promote interaction with
other people (the teacher or students) technological devices to collect data and
through communicative activities and team
work. Handheld computers facilitate explore topics, learn and review
collaboration through Web 2.0 tools
(students actively participate in creating vocabulary, or reflect on the activity.
blogs, wikis, tags or instant messaging)
while other mobile devices can become These devices can be used both for
tools for doing team projects, which
promotes autonomous learning. Students individual and team work when learning
can do the project at their own pace. When
they are invited to present the results of becomes a social process, which further
their study or research to other students,
learners actively participate in the enhances the learning process. Handheld
construction of the class content, contrary
to the traditional classroom where it is the devices then offer collaborative learning
teacher who provides learning material activities that rely on the student’s
(Kukulska-Hulme & Shield, 2008). Mobile
technology transforms classroom interaction with their peers as opposed to
instruction so that it supports learning
styles that promote “fluency in multiple online forums or chats that substitute face-
media, learning based on collectively
to-face discussions (Kadirire, 2009).

Furthermore, technology-supported

education facilitates learning as it

addresses multiple learning styles and

intelligences. Visual students can use

mobile devices to present information in

graphic form accompanied by charts, video,

animations and other visual materials.

Auditory learners may listen to podcasts or

video in order to get information.

Kinesthetic students enjoy developing their

motor skills. Finally, analytic students can

use mobile devices to collect the chunks of

information from which they will build up

their knowledge while holistic students

might look for an overview first and then

break it into smaller chunks; they can use

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drawing and manipulating to assist in the (eds.) Persons in context:
learning process. Developmental processes (25-49).
New York: Cambridge University
Introducing technology into the classroom Press.
may involve several challenges that Brown, J. S. (2000). Growing up digital:
teachers need to take into account. First, How the web changes work,
some handheld devices are expensive but education, and the ways people
when students work in a group, they can learn. Change Magazine.
share one device per group. Moreover, due March/April, 11-20.
to the small size of portable devices, Dieterle, E., Dede, C. & Schrier, K. (2006).
classroom management is more difficult: “Neomillennial” learning styles
teachers should monitor students in order propagated by wireless handheld
to make sure all students work on the devices. In Lytras M. & Naeve A.
assigned task. (eds) Ubiquitous and pervasive
knowledge and learning
5) CONCLUSION management: Semantics, social
networking and new media to their
Technology has radically changed the full potential. Hershey, PA: Idea
teaching paradigm; the integration of Group, Inc.
mobile technologies into education makes Dornbusch, S. M. (1989). The sociology of
learning effective and attractive to students. adolescence. Annual Review of
The present article examines technology- Sociology. 15, 233-259.
supported education from the ecological Hurrelmann, K. (1988). Social Structure
perspective. At the beginning of this paper and Personality Development.
we discussed the effect of students’ Cambridge: Cambridge
environment on their learning processs. University Press.
We then explored the benefits of Kadirire, J. (2009). Mobile Learning
introducing technology, in particular DeMystified. In Guy, R. (ed.) The
mobile technology into the classroom. Evolution of Mobile Teaching and
Using mobile devices promotes autonomy, Learning. Santa Rosa, California:
supports collaborative learning, and allows Informing Science Press.
learners to take responsibility for their Kandel, D. & Lesser, G.S. (1970). School,
learning as they can structure the task family, and peer influences on
according to their preferable learning styles educational plans of adolescents
and pace thus lowering the affective filter in the United States and Denmark.
and boosting their motivation. Sociology of Education. 43, 270-
287.
REFERENCES Kukulska-Hulme, A. & Shield, L. (2008).
An overview of mobile assisted
Aronson, E. (2004). The Social Animal. 9th language learning: From content
ed. New York: Worth. delivery to supported collaboration
and interaction. ReCALL. 20, 3,
Brittain, C. V. (1963). Adolescent choices 271–289.
and parent-peer cross-pressures. Meeus, W., Oosterwegel, A., & Vollebergh,
American Sociological Review. 28, W. (2002). Parental and peer
3, 358-391. attachment and identity
development in adolescence.
Bronfenbrenner, U. (1988). Interacting Journal of Adolescence. 25, 93-106.
systems in human development. Sugarman, B. (1967). Involvement in
Research paradigms: Present and youth culture, academic
future. In Bolger N., Caspi A.,
Downey G., & Moorehouse M.

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achievement and conformity in
school: An empirical study of
London schoolboys. The British
Journal of Sociology. 18, 151-164.
Traxler, J. (2005). Mobile Learning: It’s
here, but what is it? Interactions. 9,
1.
Van Lier, L. (2004). The Ecology and
Semiotics of Language Learning: A
Sociocultural Perspective. New
York: Kluwer Academic Publishers.
Witt, S. (2000). The influence of television
on children’s gender role
socialization. The Journal of
Childhood Education: Infancy
Through Adolescence. 76, 322-324.

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Logged on to Learning: Internet and Life Long Learning (LLL)

Dr. Kuldeep Nagi
College of Internet Distance Education

Assumption University
Bangkok, Thailand

[email protected]

ABSTRACT learning are- learning to ride a bicycle;

Global expansion of information learning a foreign language; learning to

and communication technology (ICT) play a sport; learning a new skill or a

has changed the way we create and hobby e.g. cooking or photography;

consume information. As of December learning to communicate better and

2011 44.8% of the users of the Internet learning a new technology. So next

reside in Asia. Besides collaborating question is how do we learn? Well,

on common interests people are you the answer already. Let us just

forming virtual on-line communities to briefly look at the various methods and

share knowledge and their life means we use to learn something new.

experiences. Although the rate of New learning may happen by taking or

change in terms of usage of technology attending a class, reading books or
magazines’, watching T.V. or movies,
in education has been slow but the rise

of Social Networks such as Facebook, listening to radio, playing games,

Twitter, LinkedIn and You-Tube have socializing with other people and now

drastically changed the way we live. something new that has become quite

Life Long Learning (LLL) is not just a mainstream all over the world over- by

mantra any more, it is taking new surfing the Internet. Global expansion

forms with every new technology of information and communication

innovation. The increasing use of the technology (ICT) has changed the way

Internet is widening participation in we create and consume information. In

LLL. Although politicians and this context LLL can be defined as

educationalists have been quick to learning through digital connections

herald such initiatives as and peer collaboration enhanced by

revolutionizing post-secondary technologies driving Web 2.0 in which

education and extending learning users or learners are empowered to
opportunities to “anyone” on an
“anytime, anywhere” basis, there has search, create, and collaborate in order

been little empirical analysis of how to fulfill their own intrinsic needs to
learn new information [1].

ICT is actually impacting LLL in the Based on the current trends we

ASEAN. With this in mind, this paper can divide learning and education in

attempts to explore new trends and four major categories. With both

technologies available for LLL. technology-enhanced classroom

teaching and with rapid expansion of

KEYWORDS: ASEAN, Cloud Internet, the move towards on-line
Computing, Globalization, Life Long
Learning, Social Networks learning or eLearning could be seen as

evolutionary, a gigantic step forward in

changing the way we create and

1. INTRODUCTION consume information [2].
What we meant by learning?

Learning is defined as acquiring a new
skill or knowledge. Few examples of

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Fig. 1: Evolution of on-line learning The growth of on-line portals
also keeps on expanding. Four major
The biggest change is that in goals of LLL are shown in Fig.3. They
LLL users or learners are not just are- Knowledge sharing, on the job
consumers, but content producers and training, interdisciplinary collaboration
creators. Need for LLL is depicted in and subject specialization. Each of
Fig. 2 given below. Advent of Internet these goals is being met through the
and various services on-line have various resources provided on Internet.
enabled LLL in new ways. For example, subject specialization is
being achieved through Google and
You-Tube. One can search through
Google Scholar and find pertinent
information within one’s knowledge
domain. YouTube can provide
recorded segments on specific area
such as Yoga to treat a particular
muscular anomaly in the legs. The
procedure can be learned by watching
the clip available on YouTube.

Fig. 2: Need for LLL

Many Lifelong learning and Fig. 3: Four Goals of LLL
training programs are now setup for a
virtual learning environment (VLE) [3]. In USA Community Colleges
was setup for enhancing LLL. The
Table-1 Mode of Delivery primary goals of CC were to enable
continuing education for masses.
Delivery Mode Content on-line Extension programs in universities
were also setup to enable LLL. These
Traditional (F2F) 0% programs were the most popular, most
current and most useful for a whole
Web Facilitated 1% - 29% generation of people who did not want
a formal degree or diploma. These
Blended/Hybrid 30%-79% programs were all about learning a
new hobby, new techniques or for
Online 80% or more having a new experience. These
programs became channels for LLL in
As shown in Table-1 the their classical ways. Continuing
current trends in for the mode of education credits (CEUs) were
delivery of learning can be divided provided to demonstrate that one has
learning in four major categories. This accomplished a certain level of
prototypical classification is based on expertise after taking these courses.
the Sloan Consortium papers.

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Even in this new century in USA, the In this new century Internet and
community colleges and universities
remains a means of professional LLL has become synonymous and
development. They have also shifted
learning from F2F environments to self Google and Facebok has become new
learning through via the Internet. In
addition to providing F2F courses they ways of finding and sharing
now provide a wide variety of courses
on-line. Internet enabled LLL information. According to
environment is easy and it provides:
 Ubiquitous technology support internetworldstats.com in 2011 about
 Access to various simulation
44% of the users of Internet reside in
technologies
 Balance innovation and current Asia. It is evident that the Internet has

successful practices also become an integral part of LLL in
 Continuous evaluation and
terms of accessing learning resources,
improvement
 Training anyone to use Internet communicating with peers and friends,

resources successfully and its overall usage [5].
 Inquiry-based education and
 Provides knowledge based skills 3. VIRTUAL WORLDS AND

2. INTERNET AND LLL- NEW VIRTUAL COMMUNITIES
CONTEXTS AND RESOURCES
Internet has also created a
It is a well known fact that in
last decade using Internet technologies completely new types virtual world
is more of an expectation than a
novelty for today’s population living in (VW) for its young users. Despite a
Asia. ฤAs mentioned earlier about
44.8% of the users of Internet reside in wide variety of definitions, the term
Asia. It is evident (Fig.4) that the ‘‘virtual world’’ is now commonly
Internet has also become an integral
part of LLL in terms of accessing used to indicate a computer-simulated
learning resources, communicating
with peers and friends, and its overall persistent spatial environment
usage. [4].
supporting synchronous
Fig. 4: Internet Users in Asia
communication among multiple users.
(Source:
http://www.internetworldstats.com/stats.htm) The most important attribute of such as

virtual world is a spatial metaphor [6].

Virtual worlds offer space where

avatars, which are virtual persona

representing users, walk, explore, and

meet others; in particular, they are an

iconic symbol (e.g., Avatar) that

represents a user and facilitates spatial

exploration. The second attribute of

VW is persistency. When a user leaves

the VW, it will not be reset and

sustained. In other words, changes in

the virtual world are accumulated. The

third attribute is real-time

communication. Virtual worlds

provide an environment that allows

users to synchronously communicate

and interact with one another.

Accordingly, these attributes of avatars

and real-time communication exclude

blog-styled activities that are

prominent characteristics of Facebook

or YouTube from the category of VWs.

The last attribute of VWs is an

interaction of multiple users. Such

attribute stresses human-to-human

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(H2H) interaction and rules out a computer games and high technologies
computer game based on user-to- such as aircrafts.
computer (UTC) interaction from the
concept of VWs. In some ways, the 4. SOCIAL NETWORKS AND LLL
concept of VWs is similar with the
notion of Massive Multiplayer Online The relevance of LLL cannot
Games (MMOGs), such as World of
Warcraft which has been mainly used be doubted or debated anymore Steven
to specify one type of VW that has a
predefined theme and plot and records D. Levitt and Stephen J. Dubner
users’ performances such as levels of
achievement. Although they (or (2005) in their bestselling book
GVWs) still occupy the majority of
VWs, the other distinctive VWs where Freaknomics emphasize the
users create their virtual experiences
for themselves and participate in importance of information in this
diverse social interaction have
exponentially increased. For the digital era [9].
purposes of this paper, these types of
VWs are called social virtual worlds Fig. 5: Freaknomic Book Cover
(SVWs) and are differentiated from According to these authors
gaming virtual worlds (GVWs). SVWs
can ultimately be thought of as a “Information is beacon, a cudgel, an
metaphor (Avatar-based) 3-D virtual olive branch, deterrent- all depends on
environment where users create their who wields it and how. Information is
virtual experience by themselves. so powerful that the assumption of
Second Life is a good example of 3-D information, even if the information
virtual environment. actually does not exit, can have a
sobering effect.” An excellent example
Another dimension online of power of information in the dirty
world is Augmented Reality (AR) world of politics is Wikileaks.
which is increasingly becoming part of
mainstream. It is having great impact Fig 6: The 21st. Century and its
in the gaming environments as well. challenges
Augmented reality (AR) is a live,
direct or indirect view of a physical or
real-world environment whose
elements are augmented by computer-
generated sensory input such as sound,
video, graphics or GPS data. It is
related to a more general concept
called mediated reality, in which a
view of reality is modified (possibly
even diminished rather than
augmented), by a computer. As a result,
the technology functions by enhancing
one’s current perception of reality. By
contrast, virtual reality replaces the
real world with a simulated one. AR is
quite commonly used in sports events,

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The concept of cloud ideas, photos, videos and everything
computing (CC) as shown in Fig.7 is else they come across. It has become a
based on a new paradigm in which of major playing field for all activities
data and applications reside in the related directly or indirectly to LLL [8].
network or the Internet, not in the There are many national and regional
devices owned by users. Any portable Social Networks such as RenRen in
device can now be used to connect to China, Cyworld in Korea and Gree and
the Internet. There are three key Mixi in Japan that are subscribed by
drivers in CC that are creating a new local population. Similarly there are
facility for LLL. many local Blog sites that have
millions of subscribers in various
i. Production of new content countries in Asia.
ii. Access to new content
iii. New mode of storage of content

Fig. 7: Cloud Computing (CC) Fig. 8: Facebook Penetration in Asia

Social networking sites, over (Source:
the past few years, have increased in http://www.internetworldstats.com/stats.htm)
popularity so much that many are
wondering why? The foremost reason LLL is equally relevant in a
why these sites have increased in work environment. Several steps can
popularity is because they are free to be taken to enhance LLL for enhancing
use [7]. They do not charge a single productivity in the work place. A few
penny to create an account, update examples are-
status or to upload pictures and videos.
The state-of-the-art features and Give staff time to explore and
moreover the ability to socialize with share technologies for learning on their
friends without spending a penny own and with colleagues, run bite size
appeals people a lot. Above all, social or brief sessions as these work better
networking sites are now subscribed by than full day courses and be aware that
huge number of people with varied informal conversations can be more
interests. As a result, Social valuable and have more impact than
networking sites continue to rise in formal instruction
popularity and have become a
significant platform for LLL. Fig 9: Social Websites and Services

As of March 2012 (Fig. 8) in
Asia 5% of the total population which
is about more than 835,525,280 people
now use Facebook for exchanging

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Key attribute of LLL is to learning opportunities at all ages and in
engage with the people using new tools all contexts.
and technologies. Few examples of
what is available on the Internet in REFERENCES
shown in Fig.8. Evidence shows that [1]. Lee, V. S. (2101). What is inquiry-
the increasing usage of the Internet and
Social Networks will likely lead to the guided learning? New Directions for
desired impact for LLL because people Teaching and Learning, 2012(129),
learn best from: 5-14.
[2]. Wilson, S., Liber, O., Johnson, M.,
a) Shared resources Beauvoir, P., Sharples, P., &
b) Peer support and working together Milligan, C. (2008). Personal
Learning Environments:
and Challenging the dominant design of
c) Through formal and informal educational systems. Interactive
Learning Environments, 16(1), 1-2.
networks Retrieved from
http://www.informaworld.com/open
However there are lots of url?genre=article&doi=10.1080/104
challenges associated with LLL. Some 94820701772645&magic=crossref
of these challenges include time [3]. McMahon, Mary, Patton, Wendy
management, too many temptations, and Tatham, Peter (2003) Managing
self discipline, insufficient working life, learning and work in the 21st
experience, financial constraints and Century: Issues informing the
peer group pressure [10]. design of an Australian blueprint
for career development Subiaco,
5. CONCLUSIONS Western Australia: Miles Morgan
For a long time the LLL is has Australia
[4]. World Internet Users. (2012).
been a natural process. In USA in Retrieved March, 2012, from
particular people have been taking Source:
classes through extension course to http://www.internetworldstats.com/s
enhance their knowledge and skills. tats.htm)
Community Colleges in USA were [5]. Wheeler, S. (2010). Anatomy of a
setup to help with what was then called PLE. Retrieved April 10, 2011,
“continuing education”. Internet has from
bought drastic changes in accessing http://stevewheeler.blogspot.com/20
learning resources and the way we 10/07/anatomy-of-ple.html
learn. LLL is about securing one’s [6]. Bell, M. (2008). Toward a
future. With the improved connectivity definition of ‘‘virtual worlds’.
to the cloud the LLL is becoming a Journal of Virtual Worlds Research,
self-perpetuating process- the more 1(1).
successful it is, the more successful it [7]. Danah M Boyd1, N. B. E. (2007).
becomes. With the increasing Social Network Sites: Definition,
penetration of the Internet and various History, and Scholarship. Journal of
on-line services such as Social Computer-Mediated
Networks, LLL is drastically changing Communication, 13(1), 210-230.
in its pace as well as in its quality. In [8]. Facebok Penetration. (2012).
summary, successful lifelong learners Retrieved March, 2012, from
believe: attitude is everything- I will, I Source:
can and I do. Learning first, it’s never
too late (or too soon) to learn
something new. Internet provides

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http://www.internetworldstats.com/s
tats.htm)
[9]. Steven D. Levitt, Stephen J. (2005)
Freakonomics: A rogue economist
explores the hidden side of
everything, William Morrow, NY,
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[10]. Norm Friesen, Terry Anderson
(2004). Interaction for lifelong
learning, British Journal of
Educational Technology, Volume
35, Issue 6, pages 679–687,
November 2004

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Evolution of eLearning at Assumption University

Dr. Firouz B. Anaraki
College of Internet Distance Education, Assumption University

Bangkok, Thailand
([email protected])

ABSTRACT delivering education and training. It is
estimated that education and training from
The College of Internet Distance pre-school to retirement constitute a US$2
Education (CIDE) was established in trillion marketplace worldwide (Khirallah,
2002 within Assumption University 2000).
whose purpose is to provide Internet
based eLearning programs to Thai The College of Internet Distance Education
students and those in other countries. In (CIDE) was established in 2002 within
2003, the author was invited to work for Assumption University to offer online
CIDE as Director of Courseware learning through the Internet. During early
Production Center. The author 2003 the executives of the College looked
proposed Moodle, an open source LMS around searching for some commercial
as the main Learning Management Learning Management Systems (LMS), the
platform for eLearning programs at the backbone software that enables the
College. The courseware production management and delivery of learning
started in 2004 and has gone through content and resources to student.
some upgrades and major evolutions Furthermore an LMS could keep track of
since then. This paper discusses the students and activities performed by
evolution of courseware production at students. Most LMS systems are web-
the College of Internet Distance based to facilitate “anytime, anywhere”
Education from 2004 till early 2012. access to learning content and
This paper could be very useful for any administration. Few companies such as
organization that wishes to establish BlackBoard and WebCT were contacted to
online training or any academic demonstrate their products to the
institution that plans to offer online executives of the College. Due to the high
degree programs. price and licensing of commercial LMS,
the author proposed the use of the open
Keywords source Moodle as the main platform for
eLearning, Online Learning, Courseware development of courseware. There are
Production, Learning Management System, many good reasons to use the open source
Learning, Training software, i.e. it’s free with no pop-up
advertisement, full control of options and
1) INTRODUCTION settings, access to source code, the right to
edit the code, online support forum, and
Learning has probably become the most modification and derivation of other
important activity in the current software from it. Moodle was opted since
knowledge-based economy, which is it was the most promising open source
characterized by industrial change, LMS due to its functionality, online forum,
globalization, increased intensive and the number of universities and colleges
competition, knowledge sharing, around the world using it. Moodle was
knowledge transfer, and the information developed using PHP script and MySQL
technology. Globalization and life-long database which are open source
learning requires new methods of programming language and database

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system and therefore could be run on any At the first step, the College executives
platform, i.e. Windows servers, Linux, and decided to use SCIT+ for preparation of the
Macintosh computers under Apache which online courses for the MS in Information
is also an open source web server. and Communication Technology (MS-
ICT) program. Under the guidance and
After approval and adopting Moodle as the blessings of the CEO and CTO of the
LMS platform for CIDE, the author College, Program director of the School of
proposed hiring of 4 key personnel to form IT and the director of Courseware
the courseware production team. The 4 Production Team adopted the video based
positions proposed were an instructional approach for delivery of online courses. At
designer, a programmer, a web/graphic the first trial the Audio Visual department
designer, and a video editor. These 4 key was requested to take a video camera to the
personnel were hired by 4th quarter of 2004. classroom where the lecturer was teaching
The main objective of the Courseware and record the class lecture. Instructor was
Production Team would be to design and given a microphone to wear and the whole
develop online courses suitable for class lecture was recorded. This was during
eLearning environment. The contents will early 2005 when the eLearning mode was
be added to the LMS software and this not recognized by the government of
makes the LMS to become an LCMS. The Thailand, and students were required to
Instructional Designer (ID) acts as the attend the classes in campus. After video
team leader who is responsible to lectures were taken, they were edited by
constantly communicate with the Content the video editor member of courseware
Expert (CE) to understand the subject and production team and with the cooperation
its contents and to transform the material to of other team members, the video lecture
electronic format suitable for eLearning was prepared in Windows media video
mode. The ID at the same time seeks the (WMV) format and put on the College
expertise of other team members to server, a Windows 2003 server with
accomplish the online preparation of the Apache, PHP, and MySQL (WAMP), and
courses. Web programmer would be doing running the first version of SCIT+. The
a very important task of understanding the program to synchronize video lectures with
coding and structure of the Moodle and to PowerPoint slides was developed by the
write programs to add new features and courseware production team and was
functionality to Moodle when needed. Web called PowerV. This PowerV software was
programmer, web designer, and the video based on streaming technology which
auditor will also be closely working with allows users to watch a video before a full
the ID to design and develop online download. Students registered for the
courseware. courses could access the web-based SCIT+
web-based software from anywhere and
2) SCIT Plus Version I anytime to watch the video lectures using
video streaming.
Moodle was adopted as the Learning
Management System (LMS). The One major drawback of the first version
courseware production team started was lack of clarity of video lectures as they
adding features to it to satisfy the need of were taken in a live classroom
the College in online presentation of video environment.
lectures. This product was named “SCIT
Plus” and its variant “SCIT+” in honor of 3) SCIT Plus Version II
the CEO of the College, Prof. Dr. Srisakdi
Charmonman. In order to improve the quality of the video
lectures, a mediu, quality video camera

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was acquired. The lecturers were invited to Students really enjoyed this feature of
a small office turned into a small studio for SCIT+ as they could hear to the audio of
video recording. The program director of the lectures on their mobile phones or other
the school of IT was the first one to MP3 players anytime and anywhere. In a
volunteer to record his subject ICT 5001, survey taken in 2006, students considered
an Introduction to Computers at the studio. availability of the MP3 audio lectures as
Few more ICT courses followed the same the second most important feature of
pattern. The quality of video lecture was SCIT+ after the video lectures.
greatly enhanced. The main drawback in
the previous version was overcome. The 4) SCIT Plus Version III
PowerV software was also updated and
new features were added to this software, By middle of 2006, the College of Internet
i.e. students could pause at any time, Distance Education spent few million Baht
rewind or forward through the video or to create its own Radio and TV studios.
jump to a specific topic in the lecture During this time, the courseware
which was considered very important for production team started utilizing these
use of these video lectures. But still there studios and taking the video of lectures at
was a minor problem; the videos were in theses highly well-equipped and the sate of
Windows media video format which meant art studios. At the same time a totally new
only those using a computer under version of PowerV was developed which
Windows could watch the video lectures. works under Macromedia/Adobe Flash
Figure 1 displays a PowerV video lecture. player. Flash player can be run on major
The screen is divided into 3 windows, the platforms, i.e. Linux, Macintosh, and
window on top right is the lecturer video Windows based computers. This allowed
lecturing a topic, the big window on right the video lectures to be viewed under
is the PowerPoint slides which are almost any personal computer. The
synchronized with the video lecture, and Technology Division of the College of
the small window at the bottom right is the Internet Distance Education decided to call
command center. The student can pause, this new version of its software as
rewind, forward, or select a sub-topic PowerFx to be similar to FlashFx. There
among the topics available to watch or were many other enhancements in this
study that particular topic. version, i.e. students could choose to watch
both lecturers windows and PowerPoint
Windows or just view the PowerPoint
Windows or change the size of the
windows.

Figure 1: PowerV video presentation Figure 2: PowerFX video presentation

One major enhancement at this stage was
providing the MP3 audio format of the
video lectures available on SCIT+ LMS.

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As seen in figure 2, PowerFx has a very subtopics could be shown as popup by
similar displaying format as PowerV with clicking the playlist button on bottome left.
3 windows. Through Flash programming,
the video lecture is synced with 6) SCIT Plus Version IV Offline
PowerPoint slides, and student can jump or
select any sun-topic in a lecture. This In 2010, CIDE had couple of students in
clearly shows that the students are in Laos that could not watch the online
command when it comes to eLearning, the lecture due to lack of bandwidth in their
can learn at any time from anywhere and country. To overcome this difficulty and to
with any pace. provide offline access to the courseware,
an offline version of PowerFx was
5) SCIT Plus Version IV developed so that students could watch the
courseware offline with all the capabilities
The PowerFx became an important IT tool of online version. The offline version of
for playing video lectures as students just PowerFx with the courses that the student
needed to download the free Adobe Flash registered for were burnt on a DVD and
player for their computer weather the DVD was sent to the student for offline
Windows based or Macintosh, or Linux viewing and learning of the courses s/he
boxes and watch the video lectures on the registered for.
PC of their choice. During 2007 – 2010
SCIT+ went through some improvements. 7) SCIT Plus Version V
This is the period of stabilization and
improvement in PowerFx technology. All Since 2004 all the courseware developed
these improvement were parts of the SCIT could be viewed on a computer whether
Plus version IV. under Windows, Macintosh, or Linux
operating systems which meant the
Some of the improvements is this version students had to sit behind a computer to
include converting the text of the watch the whole video lecture. There were
PowerPoint slides provided by content few surveys conducted among eLearning
experts to Flash or graphics in order to students that found listening to audio MP3
improve the quality of the slides on video lectures on their mobile phones or MP3
lectures. players were very popular as it allowed
students to listen to lecture at any time and
Figure 3: PowerFX video presentation any place when s/he demanded so. This
researcher and his team decided to prepare
As shown in figure 3, the PowerFx went video lectures in such a way that could be
through enhancement, and the text and played both on computers of any kind and
graphs were prepared in graphic format also popular mobile devices.
which made watching the video lectures
much easier to eyes. The control panel was PowerFX could be played on any kinds of
located at the bottom, and the selection of PCs with Windows, or Mac OS, or Linux
based operating systems, but this is not a
suitable choice for playing the video
lectures on mobile devices for variety of
reasons, i.e. Flash needs lots of resources
which is all right when run on a PC but not
necessarily on a mobile device with slower
CPUs and memory. Besides iPhone as one
of the most popular mobile device cannot
play Flash files directly. This researcher

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needed to reconsider development of the Blackberry and other phones with smaller
courseware from scratch so that the video screens. Most smart phones today can play
lectures could play on both PCs and smart the MP4 files. Using this technique, this
mobile phones. researcher and his team developed and
produced the latest version of video based
In order to develop a video based lecture courseware. Students now can use their
that could be played on both PCs and PCs and/or watch them on their mobile
Mobile devices, this researcher decided to device at anywhere when access to WiFi or
use MP4 videos rather than Flash videos. 3G network is available. It is also possible
The procedure is shown in Figure 4 below. to download the whole video lecture to a
mobile phone and watch the lecture later at
any time and any place where there is no
WiFi or 3G network.

Figure 5 below displays the look of the
latest version (version V) of the video
lectures produced at Assumption
University.

Figure 4: MP4 Video Lecture Production Figure 5: MP4 Video presentation

As shown in this Figure, a digital camera is As seen in this Figure, there is only one
used to take the video lecture of the window, the lecturer and PowerPoint slides
Content Expert while giving the lecture. A are all located on the same window as an
digital camera control unit (DCCU) allows MP4 file which can be played on almost
for a completely digital video acquisition any computer or mobile devices such as
and full camera picture control. Also a iPhone, iPad, Android devices, etc.
notebook is used that displays the
PowerPoint slides prepared by the CE. A Assumption University has come a long
scan converter is used to capture the way in developing and enhancing the
PowerPoint slides and convert it to MP4 eLearning. As smart mobile phones and
format as video stream by changing the tablet computers are becoming available
horizontal and vertical scan frequency of almost to everyone and the Thai
the video capture card on the notebook. government initiative to provide a tablet to
The two outputs from DCCU and the scan all Thai students, this system could be used
converter is inputted to the video switcher
(video mixer). With this device it is
possible to capture the input from one of
the two devices, DCCU and the scan
converter, or it is also possible to mix and
combine the two outputs into one output.
And that is what exactly this researcher did
to produce a courseware in MP4 format.
Four types of output were produced for
PCs and various mobile devices. A
resolution if 720x576 pixel is used for
videos to be played on PCs, a resolution of
450x360 is used for iPhone, a resolution of
352x288 is uded for Android phones, and a
resolution of 176x140 is used for

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in educating million of students all over
Thailand.

8) REFERENCES

Khirallah, D. R. (2000, May). A new way
to learn. Informationweek.

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Development of Blended E-Learning Model Using Online Interactive

Reflective Learning Logs to Enhance Faculty of Education
Students’ Inquiring Mind and Retention at

Chulalongkorn University

Jintavee Khlaisang1 and Prakob Koraneekij 2
1Department of Educational Technology and Communications,

Chulalongkorn University, Bangkok, Thailand ([email protected])
2 Department of Educational Technology and Communications,

Chulalongkorn University, Bangkok, Thailand ([email protected])

ABSTRACT experimental group 2 were higher than the scores of
experimental group 1 although significant
This paper is a report on the findings of a Research differences between such scores were not found.
and Development (R&D) aiming to develop the Third, according to the finding from the try out
model of blended e-Learning using Online stage and the comments from the experts, the
Interactive Reflective Learning Logs (OIRLs) in developed model was revised and proposed in the
order to enhance students’ inquiring mind and report for further implication and references.
retention, to study the result of using such model,
and to purpose the model of Blended e-Learning Keywords
using OIRLs to enhance students’ inquiring mind Blended e-Learning, Online Interactive
and retention for further implication. The sample Reflective Learning Logs, Retention,
consisted of 8 experts in the fields during the model Inquiring Mind
developing stage, while there were 40
undergraduate students for the model try out stage. 1) INTRODUCTION
The research procedures included 3 stages: (1) In accordance with the desired
model development, (2) model try out, and (3) characteristics of Chulalongkorn
model revision and confirmation. The research University graduates, one of the
results were divided into 3 parts according to the characteristics is inquiring mind, which is
procedures as described in the following session. an inquiry capability in exploring, and
First, the data gathering from the literature review comparing existing knowledge to the new
were reported as a draft model ; followed by the knowledge. It also includes initiation of
research finding from the experts’ interviews new experiment which later will lead to
indicated that the model should be included 6 scientific thinking that considered one of
components and 5 procedures to effectively the powerful tools to generate new
enhance learners inquiring mind and their retention. knowledge. Online Interactive Reflective
The 6 components were Learning Management Learning Logs (OIRLs) in the blended
System (LMS), learning courseware, learning learning environment can be considered as
resources, communication, learning assessment, one of the tools in enhancing such
and OIRLs activity; while the procedures included: capability. OIRLs is a structured online
1) blended e-Learning activity, 2) writing OIRLs interactive reflections which learners will
activity, 3) reading and giving feedback to peers’ work in pair, then each one would be
OIRLs (instructor/learners), 4) revising OIRLs assigned to read, reflect, and share
activity, and 5) reviewing OIRLs activity. Second, experience, with positively monitoring and
the research finding from the try out stage found suggesting by instructor. OIRLs is
that there were significant differences between advantage in not only increasing
pretest and posttest of inquiring mind scores, while interaction and communication between
there were no significant differences between learners and instructors, as well as among
posttest and retention scores at the .05 level for both learners, but also would help learners to
groups (experimental group 1 and experimental thoroughly understand the concept and
group 2). When comparing between the process of the content when interacting and
experimental group 1 (online interactive reflective
learning logs without observation, feedback, and
positive reinforcement from instructor) and the
experimental group 2 (online interactive reflective
learning logs with observation, feedback, and
positive reinforcement from instructor), the posttest
scores of inquiring mind and retention scores of

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clarifying information through OIRLs. In reflective learning logs, Phase 2 Try out
addition to OIRLs, this research also blended e-Learning model using online
proposed its’ use along with blended e- interactive reflective learning logs, and
Learning, since blended e-Learning is a Phase 3 Propose blended e-Learning model
combination of strength from in class and using online interactive reflective learning
online instructions regarding content logs. The details are described as follows:
provider, activities, and assessment. By
arranging the OIRLs activities through the 2.1) Phase 1 : Literature review of model
online channel of blended learning; it components and procedures and Model
would offer flexibility to the learners in development
both time and place manners and also serve The sample in this phase consisted of 5
the learners’ differentiates of ways of experts in the field of curriculum,
learning. OIRLs would also consider the instruction, and educational technology.
proper method in evaluating learner’ The instruments used in this phase
understanding and the retention. Thus for, consisted of (1) experts’ interviewing form
to support the university’s policy regarding and (2) model evaluation form. The
the graduates’ characteristics in enhancing process in this phase included: (1) the data
inquiring mind and learner retention, the gathering from the literature review were
purposes of this research study were to reported as a draft model and (2)
develop blended e-Learning model using researcher interview the 5 experts in the
online interactive reflective learning logs field of curriculum, instruction, and
to enhance faculty of education students’ educational technology using the experts’
inquiring mind and retention at interviewing form and the model
Chulalongkorn University (Deaton, evaluation form. The former result from
Deaton, and Leland, 2010; Aulls & Shore, the review of totaled 100 related
2008; Bonk & Graham, 2006; Khlaisang literatures, which included 40 Thai
and Koraneekij, 2009; Steenson, 2006; literatures and 60 international literatures,
Wilson & Smilanich, 2005). found that the model should include 5
components and 5 procedures to effective
2) THE RESEARCH STUDY AND THE enhance learners inquiring mind and their
FINDINGS retention. The 5 components were
The research objectives of this study were: Learning Management System (LMS),
(1) to develop blended e-Learning model electronic courseware, OIRLs activity,
using OIRLs to enhance Faculty of communication, and learning assessment;
Education students’ inquiring mind and while the procedures included: (1) blended
retention at Chulalongkorn university, (2) e-Learning activity, (2) writing OIRLs
to examine result from the tryout of the activity, (3) reading and peer
blended e-Learning model using OIRLs to (instructor/assigned learner) providing
enhance Faculty of Education students’ comment OIRLs activity, (4) reviewing
inquiring mind and retention at OIRLs activity, and (5) revising OIRLs
Chulalongkorn university, and (3) to activity. However, after gathering the result
propose blended e-Learning model using from the experts’ interviews, some
OIRLs to enhance Faculty of Education suggestions were made as follows: (1) the
students’ inquiring mind and retention at component of learning resources should be
Chulalongkorn university. Accordingly, the added to support the learners’ inquiring
research methods used in this study mind; (2) Step 3 of the procedures should
comprised of 3 phases: Phase 1 Literature give chance for non-assigned peers to also
review of model components and read and give feedback to the reflection;
procedures, and development of blended e- and (3) Step 4-5 of the procedures should
Learning model using online interactive begin with revising and then reviewing the

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OIRLs. Also such two steps should give 2.2) Phase 2 : Model try out
opportunities for one who write reflection The sample in this phase included 40
and one who provide feedback to be able undergraduate students registered in the
to go back and forth repeatedly, since such Designing Web-Based Instruction course
process might not complete perfectly at the and the Introduction to Web-Based
first time. In conclusion, based on the Instruction program courses in the first
result of literature review and experts’ semester of an academic year 2011. The
interview, the development of the model samples were divided into two groups
should include 6 components and 5 which are 20 students for an experimental
procedures to effective enhance learners group 1 (online interactive reflective
inquiring mind and their retention. The 6 learning logs without observation,
components were Learning Management feedback, and positive reinforcement from
System (LMS), learning courseware, instructor) and 20 students for an
learning resources, OIRLs activity, experimental group 2 (online interactive
communication, and learning assessment; reflective learning logs with observation,
while the procedures included: 1) blended feedback, and positive reinforcement from
e-Learning activity, 2) writing OIRLs instructor). There were 6 instruments used
activity, 3) reading and giving feedback to in this phase including : blended e-
peers’ OIRLs (instructor/learners), 4) Learning with OIRLs lesson plan, blended
revising OIRLs based on peers’ feedbacks e-Learning courseware , students’ inquiring
and suggestions, and 5) reviewing new mind self-assessment test, students’ basic
finding from peers’ OIRLs. The model computer ability test, students’ retention
developed from this phase is as shown in test, and students’ satisfaction towards the
figure 1. model test; while the process in this phase

Figure 1: Development of Blended E-Learning Model Using Online Interactive
Reflective Learning Logs to Enhance Faculty of Education Students’

Inquiring Mind and Retention at Chulalongkorn University

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were described as follows. First, the two In additional to the statistic reports, the
tests including inquiring mind self- content analysis of the inquiring mind
assessment test and basic computer ability process retrieved from the OIRLs activities
test were completed by the students in also reported in order to see the process of
order to explore the former levels of their learners developing their inquiring mind.
inquiring mind and the result of the basic Such process of inquiring mind
computer ability were used to divided development was content analyzed
students into two experimental groups. reported in 6 steps : (1) awareness of the
Then instructions were initiated for 9 happening, (2) start questioning then
weeks followed blended e-Learning with leading to hypothesis, (3) collecting data
online interactive reflective learning logs by using various methods, (4) analyzing
lesson plan. After that the posttest raw data to meaningful and credential data,
inquiring mind self-assessment test and the (5) synthesizing data for the further use in
retention test were conducted in order to different situation, and (6) when gathering
compare learners’ former and latter levels new data, learners are able to confirming
of inquiring mind and learning ability. In and/or adjusting his/her own meaningful
order to explore the learner’ retention, the data.
retention test were conducted again upon
two weeks after completing the lesson. In 2.2.2) Learners’ Retention
addition, the students’ satisfaction towards Learners who participated in the
the model test was conducted upon experimental group 1 and group 2 had
completion of the lesson in order to achievement’s pre-test mean scores
explore the appropriateness towards the significant different than post-test mean
use of such model with this target group. scores, as well as retention mean score
Data were analyzed using frequency, at .05 level of significance. However, when
percent, mean, standard deviation, t-test comparing post-test mean scores and
and repeated measures ANOVA. The retention mean scores between two groups,
research results indicated as follows. there were no significant different at .05
level of significance. Also, retention mean
2.2.1) Learners’ Inquiring Mind scores of both experimental groups were
Learners who participated in the not significant different at .05 level of
significance. The details are described in
experimental group 1 and group 2 had Table 2.
inquiring minds’ post-test mean scores
Table 2: Scores of Learning Result based
significant higher than pre-test mean scores
on the Retention Test
at .05 level of significance. However, when
comparing inquiring minds’ post-tests Scores of Exp Group 1 Exp Group 2

means score of the experimental group 1 Learning  S.D.  S.D.
Result
and group 2, there was no significant
Pre-test 16.00 2.68 15.90 3.16
different at .05 level of significance. The
Post-test 22.95 .69 24.10 .65
details are described in Table 1.

Table 1: Scores of Learners’ Inquiring Mind Retention- 23.45 .71 23.70 .68

test

Scores of Exp Group 1 Exp Group 2 Note: Exp Group 1 = Experimental Group 1

Inquiring  S.D.  S.D. Exp Group 2 = Experimental Group 2
Mind

Pre-test 109.10 6.38 111.10 7.10 2.2.3) Learners’ Satisfaction
Considering result from students’
Post-test 116.70 7.06 117.85 7.27
satisfaction towards the model test, it was
Note: Exp Group 1 = Experimental Group 1
found that learners rated the satisfaction
Exp Group 2 = Experimental Group 2
towards the model at the high level for

experimental group 1 and at the highest

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level for experimental group 2 ( = 4.18 inquiring process and inquiring mind, (11)
and = 4.24 respectively). When learning resource as suggested from
considering each item, the report was instructor through OIRLs enhanced
shown in figure 2. learners’ inquiring process and inquiring
mind, (12) OIRLs activities enhance
Note: o = Experimental Group 1 learners’ inquiring mind, and (13) OIRLs
o = Experimental Group 2 activities enhance learners’ retention.

Figure 2: Learners’ satisfaction towards the When considering Learners’ satisfaction
Blended E-Learning Model Using Online towards the Blackboard Learning
Management System, it was found that the
Interactive Reflective Learning Logs overall satisfaction was at the high level

According to figure 2, the description of for both experimental groups ( = 4.06
each item are as follows: (1) lecture and
demonstration in face to face class are and = 3.94 respectively). When
clear and applicable, (2) learning considering each item, the report was
courseware on Blackboard Learning shown in figure 3, while the description of
Management System is significant for each item are as follows: (1) accessibility
reviewing course contents for in-depth to e-courseware on Blackboard LMS, (2)
understanding, (3) OIRLs activities accessibility to discussion on Blackboard
through blog helps leaners to review both LMS, (3) accessibility to OIRLs blog on
concept and process of learning, (4) by Blackboard LMS, (4) accessibility to
reading and commenting peers’ OIRLs is review and feedback to peers’ OIRLs blog
meaningful for learning, (5) by reading on Blackboard LMS, (5) accessibility to
peers’ comment and revising OIRLs is revise OIRLs blog on Blackboard LMS,
meaningful for learning and in-depth (6) accessibility to complete assessment of
understanding, (6) by reviewing new inquiring mind self-assessment test and,
finding from peers’ OIRLs, it has enhanced learning ability test, and (7) accessibility to
analyzing ability, (7) comment and complete authentic assessment and
suggestion from instructors enhance data presentation through Blackboard LMS.
searching and collecting abilities, (8)
supportive feedback from peers enhance Note: = Experimental Group 1
motivation in data searching and collecting = Experimental Group 2
abilities, (9) supportive feedback from = Average Score of both
instructor enhance motivation in data
searching and collecting abilities, (10) Experimental Groups
learning resource as suggested from peers
through OIRLs enhanced learners’ Figure 3: Learners’ satisfaction towards the
Blackboard Learning Management System

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2.3) Phase 3 : Model revision and not found. Based, on such finding, it can be
confirmation concluded that the model can effectively
The 3 experts considered that blended e- enhance learners’ inquiring mind. Since
Learning model using online interactive the scores of group 2 were higher than
reflective learning logs had the highest scores of group, it may be implied that
level of appropriateness towards the OIRLs with peer and instructor’s
enhancement of inquiring mind and feedbacks could enhance learners’
learners’ retention. The detail of each inquiring mind better than the OIRLs with
dimension of consideration included: (1) only peer feedbacks. However, since
model rationale, (2) model purposes, (3) significant differences were not found, it
model illustration, (4) model components, could be concluded that both types of
(5) model procedures, (6) appropriateness OIRLs were applicable and could be used
of the model towards enhancement of interchangeably. In fact, when considering
inquiring mind and learners’ retention, and the first three steps of model procedures, it
(7) overall of the model is appropriate and can be found that use of blended e-
applicable. Though, experts had Learning can enhance opportunities for
informative suggestions to the study. Some learners to experience, review for in-depth
of them, for example, adding details of the understanding from both in class and
role of none assigned peers which is online activities, such as class
interesting but hardly mention in the demonstration, brainstorming activities,
report; there was the time constraint for practice, and presentation, then shift from
learners towards the OIRLs activities; and in class to online further discussion, and
learning strategies should be considered to presentation of projects through blog. Such
be certain that the model will work activities presenting the fine transition
effectively and efficiency. When first from face to face to online activities. Then
introduce OIRLs to the learners, instructors step 2 of the procedure which learners had
should monitor the steps strictly, then later chances to write OIRLs would present
on might be able to let learners accomplish whether learners really understand the
their own activities. Last but not least, concept of the course content, as well as
both inquiring mind and retention should learning process. To support such
be followed up an may compared with the implication, based on the learners’ survey
traditional instruction whether there will be of their satisfaction, they expressed that in
different found in both groups. class lecture and demonstration from the
lecturers helped them to understand
3) DISCUSSION AND CONCLUSIONS concept of the course content in both
According to the analysis and synthesis of experimental groups ( x = 4.35 and 4.45
the related review literatures, the experts’ respectively); and by reviewing learning
interviews, the model tryout, and the courseware, it has enhanced their
suggestion from the experts, discussion understanding (4.40 and 4.50 respectively).
and conclusions of the report is described When writing OIRLs, it helped learners to
as follows: review both course content, as well as
learning process which represent in the
3.1) Appropriateness of the Model
towards Enhancement of Inquiring Mind same mean scores in both group ( x = 4.20).
According to the try out phase, it was In addition to the statistic report, the
found significant difference at the 0.05 content analysis also presented, some of
level in pre-test and post-test mean scores the outstanding one is selected as presented
of inquiring mind in both groups, however in the follows. “..by exploring learning
when compared post-test mean scores of courseware and in class discussion , it
both groups, significant differences were really helped me in understanding the
course content clearer and deeper, ..I

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really enjoy sharing resources among 3.2) Appropriateness of the Model
learners”. Then in step 3 reading and towards Enhancement of Retentions
giving feedback to peers’ OIRLs According to the try out phase, it was
found significant difference at the 0.05
(instructor/learner), it was found that level in pre-test and retention mean scores
in both groups, however when compared
learners in both groups really enjoyed retention mean scores of both groups,
significant differences were not found.
receiving the comments and supports Based, on such finding, it can be concluded
that the model can enhance learners’
which could turn out to be positive retention. Though the scores of group 2
were higher than scores of group 1, it could
reinforcement for their learning ( x = 4.10 be implied that OIRLs with peer and
and 4.15 respectively). In step 4 revising instructor’s feedbacks could enhance
OIRLs based on peers’ feedbacks and learners’ retention better than the OIRLs
with only peer feedbacks. However, since
suggestions, quite difference were found significant differences were not found, it
could be concluded that both types of
when compared experimental group 1 OIRLs were applicable and could be used
(only peers’ feedback) and experimental interchangeably. Based on the model
group 2 (peers and instructor’s feedbacks). procedures including (1) blended e-
Learning activity, 2) writing OIRLs
Learners expressed informative feedback activity, 3) reading and giving feedback to
peers’ OIRLs (instructor/learners), 4)
from peers and/or instructor were helpful revising OIRLs based on peers’ feedbacks
and suggestions, and 5) reviewing new
in drawing conclusion for the learning at finding from peers’ OIRLs, these
procedures can effectively enhance
high level of group 1 and highest level for learners’ retention. With the flexibility of
blended learning which activities can occur
group 2 ( x = 4.10 and 4.25 respectively) both in class and online modes of
communication. In fact, in class can
In step 5, reviewing new finding from enhance learning ability in drawing
peers’ OIRLs, in which group 1 got the conclusion through the brainstorming
activities with peers and the support from
review from only peers, when group 2 got instructors, while online activities offer
chance for learners to think, process their
review from both instructor and peers, thought, ask questions, and even review
the course materials without the time and
learners opinionated that when reviewing place constraint. Such conclusion and
new finding from peers’ OIRLs, it was at discussion are congruence with the work
from Collopy and Arnold (2009) discussed
high level for group 1 and highest level for about the benefits of blended learning
course over the completed online courses.
group 2 ( x = 4.05 and 4.10 respectively). In addition, based on the feedback from
learners, it was found that learners rated
Overall, The OIRLs has enhance inquiring the highest scores on both experimental
mind and learners’ retention for both group
group one and two ( x = 4.35 and 4.45
at high level ( x = 4.10 and 4.15 respectively) in the point that the lectures
respectively). Such conclusion and and demonstration in class have helped

discussion are congruence to the work of

Tungteerabunditkul (1999) and the work of
Li, Moorman, & Dyjur (2010) addressed
that in enhancing learners’ inquiring mind,
instructors’ supportive and learning

environment emphasizing interesting

content, challenging activities with

collaboration have played vital roles. The

conclusion and discussion of this research

are also congruence with the work of

Steenson, C. (2006), Konold, K.E. et.al.

(2004), and Smith and Gorard (2005)

mentioned about the effectiveness of

learning logs to give formative feedbacks

authentically.

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learners to understand concepts and gained desired characteristics. Thus for, the
skills related to the course contents. blended e-Learning model to enhance other
Learners also rated the highest scores on characteristics, for example, public mind
both experimental group one and two ( x = and leadership should also be in
4.40 and 4.50 respectively) in the point that consideration.
online course content materials and
additional resources have helped learners 3) REFERENCES AND APPENDICES
to enhance their understanding of concepts Aulls, M. W. & Shore B. M. (2008).
and gained skills related to the course
contents. Concerning the OIRLs activity, it Inquiry in Education. New York, NY:
has helped enhancing learners to review Taylor & Francis Group, LLC.
and fulfill knowledge in addition to what Bonk, C. J. & Graham, C. R. (2006). The
they learned. When considering the handbook of blended learning. San
activities that learners wrote OIRLs with Francisco, CA: Pfeiffer.
their own language through blog enhanced Collopy, R.M.B. & Arnold, J.M. (2009).
learners’ understanding of concepts and To Blend or Not To Blend: Online and
process, learners in both groups rated at Blend Learning Environments in
high levels (( x = 4.20 for both groups). Undergraduate Teacher Education.
Learners also opinionated that writing Teacher Education, 18(2), 85-101.
OIRLs enhanced their retention, it was at Deaton, C.M., Deaton, B.E. & Leland, K.
high level for both group 1 and group 2 (2010).Interactive Reflective Logs. Sci
( x = 4.20 and 4.10 respectively). In Child, 48(3).
addition to the statistic report, the content Delialioglu, O., & Yildirim, Z. (2007).
analysis also presented, some of the Students’ Perceptions on Effective
outstanding one is selected as presented in Dimensions of Interactive Learning in a
the following. “..writing OIRLs is Blended Learning Environment.
considered to be a positive reinforcement Educational Technology & Society, 10
which lead me want to be improved” Such (2), 133-146.
conclusion and discussion are congruence Khlaisang, J. and Koraneekij, P. (2009).
to the work of Rusmeprome (1989). Pedagogy-Based Hybrid Learning: from
mentioned about the meaningful content concept to practices. Faculty of
would enhance retention, and the work of Education, Chulalongkorn University
Khakhai (1997) indicated collaborative Journal, 38 (1), 93-108.
work and reflection would enhance Khakhai, K. (1997). Instructional
retention. The research conclusion is also Psychology. Bangkok: Technique
congruence with the work of Deaton, Printing
Deaton, and Leland (2010) discussed about Konold, K.E. et.al. (2004). Using Teacher
the effectiveness of interactive reflective Feedback to Enhance Student. [Online]
logs to enhance communications among Available from: http://www.cec/sped.
learners, peers, and instructors which will org/Content/NavigationMenu/AboutCE
later lead to the trustworthy, belonging of C/ International/ StepbyStep/ Resource
learning community, and eventually more Center. Retrieved on April 19, 2011.
understanding of learning. Further Li, Q., Moorman, L., & Dyjur, P. (2010).
suggestion, based on the learners’ Inquiry-Based Learning and E-
feedback, the tools or the system offered Mentoring Via Videoconference: A
more flexibility in writing and correcting Study of Mathematics and Science
OIRLs are needed to further investigate. Learning of Canadian Rural Students.
Also, according to the desired Educational Technology Research and
characteristics of Chulalongkorn Development, 58, 729-253.
University, inquiring mind is one of such Rusmeprome, V. (1989). Educational
Media and Technology and

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Contemporary of Teaching. Bangkok :
ChuanPim.
Tungteerabunditkul, N. (1999). Factors
effecting inquiring mind of Lower Level
of Matthayomsuksa Students in
Educational District No. 8. In-house
publications.
Smith, E. and Gorard, S. (2010). 'They
don't give us our marks': the role of
formative feedback in student progress.
Assessment in Education: Principles,
Policy & Practice. 12(1), pp. 21-38.
Steenson, C. (2006). Learning Logs in the
Science Classroom: The literacy
Advantage. Sci Scope, 29(7).
Wilson, D. &Smilanich, E. (2005). The
Other Blended Learning. San Francisco,
CA: John Wiley & Sons, Inc

4) ACKNOWLEDGEMENT
The authors would like to thank Faculty of
Education, Chulalongkorn University’s
fund in supporting this research. Our
appreciations also extend to all experts
instructors, and students, participated in
this study.

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Towards the e-Learning Excellence:

Learners’ satisfaction of the new e-Learning system

at Sripatum University1, Thailand

Vorasuang Duangchinda Nitcha Chamniyont

[email protected] [email protected]

Office of Online Education (OOE), Sripatum Universiy (SPU), Thailand

_________________________________________________________________________

ABSTRACT Keywords:
Sripatum University (SPU) o online education, learner’s
satisfaction, e-Learning, quality
Thailand, is the winner of the inaugural assurance, Sripatum University
National Best Practice for e-Learning
Management at the Higher Education level Online presentation file of this paper
in 2011, from the Office of the Higher (Prezi):
Education Commission (OHEC), Ministry
of Education (Thailand). As SPU is o http://goo.gl/noj0Y
entering into the new era of its e-Learning
evolution, it is important to maintain I. Introduction
quality of the overall process, including It is a widely acceptable fact
learners’ satisfaction. Therefore, Office of
the Online Education (OOE), the that technology changes quickly and
responsible body looking after e-Learning continuously. Advancing technology has
of SPU has conducted a quantitative study an unavoidable impact on teaching and
to measure learners’ satisfaction at the end learning process. Learning nowadays can
of second semester, academic year 2011. occur not only in the classroom, but also
The aims of this study were to 1) Identify anywhere or anyplace and even anytime
the learners’ satisfaction during academic with the help of technology. Learners can
year 2011 towards the e-Learning system; learn virtually from variety of sources,
and 2) To apply the findings for including from lessons provided or even
improvement of the system to better meet from the surrounding environment.
the needs of the learners. Research Thailand National ACT (1999) provides a
population included students at framework for citizen of Thailand that
undergraduate level of SPU (main campus). they should have equal opportunity for
709 students participated in the survey. Lifelong Learning with quality access and
The findings revealed that 1) learners are contents across the whole process
very satisfied with the e-Learning system; (Ministry of Education, 1999).
2) learners are very satisfied with the
component of the web http://e- Teaching and Learning process
learning.spu.ac.th 3) learners are very utilizing new educational technology as
satisfied with the e-learning system at well as emerging information technology
overall level; and the learners have high could effectively bring the best learning
expectation for the system in the future. outcome possible. Learners can learn and
practice whenever they want, wherever
they want in asynchronous or synchronous
modes depending on the lessons provided.
Educational institutions play a vital role in
selecting proper technology to support the
process. This can be seen as a new
paradigm for online education or
e-Learning of the 21st century.

1 Sripatum University (SPU): Awarded the National best practice in e-Learning Management at Higher
Education Level by the Ministry of Education, Thailand on September 8, 2011.

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Na Songkla (2004) mentions 2.2. Asynchronous Mode: Learning
that online teaching and learning over the
web requires a combination of individual at different time:
study method, World Wide Web
technology, and computer networking for This method is an opposite to the
a creation of online lesson and activities. A
web based courseware requires the synchronous technique as it does
following components:
not require learners and teacher to

be online at the same time.

Learning process can occur with

the help of technology such as

hyperlinks, email, forum, and web

1. Interaction of teaching and board

learning on the web. 3. Teaching and assessment

This includes interaction between the methodologies.

learners and the hypermedia provided, Teaching and learning online is

and between the learners and the somewhat similar to the in-class

teachers. These can be further process, in the sense that teachers

explained as the followings. guide the learners to learn. This can

1.1. Learning-Content Interaction: also be referred to as the students

Refer to activities in the form of centric or students centered approach.

hypermedia contents that have With this concept, teachers should

been clearly structured by the therefore assess learning outcome of

teachers, therefore interaction the learners. These can be further

between contents and the learners explained as the followings.

are in a clearly defined way 3.1. Teaching Methodologies:

1.2. Learners-Teachers and Refer to 1) teaching with

Learners-Learners Interactions: objectives (Objectivist /

Refer to activities that promote Insurrectionism); and 2)

learning from exchanging cognitivist

conversations between individuals 3.2. Assessment Methodologies:
Refer to assessing students’
2. Dimension of time.

Refers to teaching and learning process performance on the web.

in two ways. Learning can take place Assessment is a key component of

at the same time altogether, or at a the teaching and learning process.

different time. These can be further Although learners and teachers are

explained as the followings. not physically in the same place,

2.1. Synchronous Mode: but technology still enables both

This method requires learners to formative and summative

join the online classroom at the evaluations via the web. In

same time. Teachers can provide addition, like in traditional

the learners with immediate classroom, teachers can still
measure 1) learner’s outcome as
feedback and prompt interaction.

This method is useful for teaching well as 2) authentic assessment.

and learning process that requires

instant communication or Application of technology to
facilitate online education including e-
conclusion. Tools required for this Learning is considered as an effective way
of modern education. Ross and Schulz
method includes e-Lecture and (1999) mention the flowing advantages of
teaching online:
other real-time means such as

video conferencing,

white/electronic board, as well as

programs that allow sharable of

resources

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1. Better individual learning three graduating classes. Sripatum
2. Ease of finding resources as the University is therefore one of the first five
private universities of Thailand. Presently,
information are provided online SPU is offering quality teaching and
at a common place or with learning across three campuses:
search mechanism
3. Better support curriculum 1. Bangkhen: Main Campus in
based education north of Bangkok
4. Effective supplement or
compliment tools for the 2. Phyathai Campus: For
learning process Executive Programs located in
5. Motivate the learners’ interest CBD area
in education
3. Chonburi Campus: Located
e-Learning with technology near the country’s Eastern
supported has been widely used in many Seaboard
universities across the world and in variety SPU has been practicing e-
of ways including e-Learning as a
complement, as a supplement, or as a Learning for over a decade. In the early
replacement of the traditional classroom. It time, e-Learning team at SPU was a small
is fair to say that e-Learning could make division within SPU Media Center, or later
learning more interesting, fun, and under the SPU ICT center. During those
engaging. e-Learning as a system often periods, SPU was using e-Learning on a
introduced via Learning Management minimum basis, as a complement to
System (LMS) that has effective Content classroom based education.
Management System (CMS) as a
component. However, despite having the As SPU aims to deploy online
latest technology or state of the art LMS, education at a larger and more effective
but it is the management process that scale, in June, 2011 the University Council
likely to define success or failure of the e- has approved a newly formed Office of
Learning. Online Education (OOE), to overlooking
the whole online education process and
II. Sripatum University and the new e- management of the university.
Learning
OOE has been set up to be
Sripatum University or SPU leader in educational technology for SPU.
(Thai: มหาวิทยาลัยศรีปทุม) is a leading private It is the central body supporting and
driving the university as a whole for
university in Thailand. Inspired by the excellence in in-class online teaching and
vision of Dr. Sook Pookayaporn, who learning as well as distance education.
wanted to give Thai youths the chance to OOE utilizes sufficiency economy method
develop their full potential, SPU was for sustainable development and online
founded on May 28, 1970 under the name education eco-system of the modern era.
Thai Suriya College. The college later was
promoted to university status. "Sripatum" SPU is now entering into
means the "Source of Knowledge new era of online education. Immediately
Blooming like a Lotus" and was graciously after its establishment, OOE has
conferred on the college by the Her Royal introduced Moodle as the common LMS
Highness the late Princess Mother for the university, together with an
Srinagarindra (Somdet Phra Srinagarindra integrated automated class-recording
Baromarajajanan). She presided over the system. Lecturers can now record his or
official opening ceremony of SPU and her teachings virtually hassle free. The
awarded vocational certificates to the first recording process can take place in a real
classroom or anywhere at any time, and it
will be displayed automatically in the
associated online class room in the Moodle
at no time.

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This may looks like a simple Undergraduate students at Bangkhen
process; however, considering this is a campus in academic year 2011. Research
process that all lecturers at the university tool used was a printed survey with three
are doing on a common basis, it is actually set of questions, which are: 1)
a massive operation of change Demographic information, 2) Satisfaction
management. In addition, most lecturers towards the system provided, and 3)
can now able to add contents to the Expectation for future services.
Moodle following the ADDIE model
(ADDIE Model, 2011), administrate The questions are put together
online activities, as well as developing and based on extensive literature review from
deploying quiz banks by self; this has peer-reviewed publications, research, and
really put SPU into a strong position for studies including Waiwong (2006),
effective online education. All these have Sukhawarotal (2006), Plungkiettiyot
been made possible because of strong (2004), Traimpho (2004), Na Songkhla
support from OOE under the clear policy (2004), Shih (1998), Rossand Schulz
from top management at SPU. (1999), and Ministry of Education (1999).
The survey was then being sent to three
As a result, SPU has been experts in educational technology area
awarded an inaugural National Best- with at least a Ph.D. qualification and at
Practice in e-Learning Management at least three years of experience in
Higher Education Level from the Ministry educational technology field at national
of Education, Thailand in the Annual level for validation.
National Academic Seminar of the Office
of the Higher Education Commission on One thousand survey from was
September 8, 2011. printed and distributed to the students
randomly on Tuesdays and Thursdays,
III. Learners’ Satisfaction Survey which are the busiest study days of the
Despite having a strong e- week. 709 students participated in the
survey, which is accounted for 70.90% of
Learning management, SPU is striving to the total form distributed.
ensure that the e-Learning is developing
into a proper and effective way across the For the Demographic information,
whole process. This includes the fact that Frequency and Percentage were used as a
learners should be satisfied with the statistical tool for data analysis; whereas
system provided. Therefore, OOE is the Mean and Standard Deviation were
constantly monitoring the learners’ used to analyze learners’ satisfaction and
satisfaction by conducting series of their Expectation for Future Services
quantitative survey to measure the level of (Kannasoot, 1995).
approval from the learners.
IV. Findings
A study has been set up to
measure learners’ satisfaction for Although result from several parts
undergraduate students of the academic
year 2010. Objectives of the study were to: of the survey remains confidential and

1. Measure learners' satisfaction cannot be discussed in public, it can be
towards the system provided;
and confirmed that:

2. Analyze the findings as a 1. The learners are very satisfied
guideline for future
development with the e-Learning system
Data collection period was
provided:
between March and May 2012. Research
population includes all SPU  = 3.72, S.D = 0.92

2. The learners are very satisfied

with the component of the e-

Learning website:

http://elearning.spu.ac.th

 = 3.71, S.D = 0.85

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3. The learners are very satisfied at Higher Education”, Kasetsart
with overall services of the
system provided: University. Bangkok (Thailand), Graduate
 = 3.91, S.D = 0.88
School.
4. The learners are very satisfied
with a promise of future Ross, J. L., and Schulz, R. A. (1999),
improvement of the sytem: “Using the World Wide Web to
 = 4.06, S.D = 0.82 accommodate diverse learning styles”,
College Teaching 47:123-129.
V. Conclusion
The study has revealed that the Waiwong, K. (2006), “Graduate students
of the University of Thai Chamber's
learners are very satisfied with the new e- satisfaction for using e-Learning”,
Learning system provided. This can be University of Thai Chamber of Commerce
seen as a motivation and inspiration for Department of Business Communication,
future development. However, the new e- Information and Communication
Learning system at SPU is still at its early Technology
stage, and many improvements are Management, University of the Thai
expected along the way. Quality assurance Chamber of Commerce.
of the whole process as well as continuous
development of the system will need to be Shih, C. C. (1998), “Relationships among
clearly addressed, defined, and student Attitudes, Motivation, Learning
implemented. With the strong support Styles, Learning Strategies, Patterns of
from top management at SPU and the Learning, and Achievement: A formative
dedicated teamwork of OOE, future of the evaluation of distance education via Web-
new e-Learning system at the university based Instruction courses”, Dissertation
looks brighter than ever. Abstracts International,
Vol. 59-11, Section: A, pp. 4099.
References
ADDIE Model. What is Instructional Sukhawarotal, B. (2006), “The effect of
Design? [Online]
Available from: web-based instruction toward learning
http://raleighway.com/addie/index.htm,
[2011, August 30] achievement and satisfaction of mathayom
3 students in social students subject in
Kannasoot, P. (1995), “Statistics for Nakhon Sawan school”, Master degree of
research calculated by the program”,
Bangkok. Chulalongkorn University. education program in curriculum and

Ministry of Education, (1999), “The instruction thesis. Nakhon Sawan Rajabhat
National Education Act BE 2542”,
Bangkok. Prigwan. University.

Na-Songkhla, J. (2004), “Design of Web- Traimpho, S. (2004), “A study of
based Instruction in E-Learning system”,
Bangkok. Faculty of Education, expected utilization toward E-learing of
Chulalongkorn University.
student at King Mongkut's Institute of
Plungkiettiyot, S. (2004), “Opinions of Technology Ladkrabang”, King Mongkut's
Home Economics Students toward the
Using e - learning in Teaching - Learning Institute of Technology Ladkrabang.

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Development of Pedagogical Blended E-Learning Model Using
Cognitive Tools Based Upon Constructivist Approach for
Knowledge Construction in Higher Education

Jintavee Khlaisang1
1Department of Educational Technology and Communications,

Chulalongkorn University, Bangkok, Thailand ([email protected])

ABSTRACT observation and projects’ scores of each sub model
tryout were also increased for both groups. When
This paper is a report on the findings of a Research comparing between the experimental group 1 and
and Development (R&D) aiming to develop the the experimental group 2, the posttest scores of
model of pedagogical blended e-Learning model knowledge construction of experimental group 1
using cognitive tools based upon constructivist were higher than the scores of the experimental
approach for knowledge construction in higher group 2 although significant differences between
education, and to examine the result of using such such scores were not found. Likewise, when
model. The sample consisted of 8 experts in the comparing the observation and projects’ scores, the
field during the model development stage, while scores of experimental group 1 were slightly higher
there were 21 undergraduate students (11 and 10 than the scores of experimental group. Concerning
students for each experimental group respectively) the satisfaction scores, both experimental groups
for the model try out stage. The research rated as very high satisfaction to the model. Lastly,
procedures included 3 stages: (1) model according to the finding from the try out stage and
development, (2) model try out, and (3) model the confirmation from the experts, the developed
revised and confirmation. The research results model was revised and presented in the report for
were divided into 3 parts according to the implication and further references.
procedures as described in the following session.
First, the data gathering from the literature review Keywords
were reported as a draft model. Then, the research e-Learning, Pedagogical Blended e-
finding from the experts’ interviews indicated that Learning, Cognitive Tools, Constructivist
the model should include one generic model with Approach, Knowledge Construction
three sub models for learners to effectively
construct their knowledge. The generic model 1) INTRODUCTION
included three elements and three procedures, while
each sub model included four elements and three Nowadays, implication of e-Learning has
procedures with 7 steps which elaborated from the increased rapidly in higher education since
generic one. The three elements of the generic it has been considered to be one of the
model comprised of (1) instructor's and learners' solutions for learning limitation with the
active roles, (2) activities, and (3) assessment, while time and place constraints. Besides, with
the procedures included (1) pre-instruction, (2) the benefits gained from web2.0
instruction with cognitive tools, and (3) evaluation technologies, it has increased
with process and product. Regarding the sub communication channel between instructor
models, all three sub models comprised of the same and learners, as well as among learners
4 elements including (1) instructor's and learners' themselves. However, many times,
active roles, (2) pedagogical based activities, (3) instructors seem to neglect to apply
cognitive tools, and (4) assessment, while the 3 appropriate pedagogy in which will
procedures with 7 steps were different according to enhance learners’ knowledge construction,
the pedagogy applied to each model. The pedagogy when teaching in e-Learning environment.
included Collaborative Discussion-Based Learning Such e-Learning, pedagogy could be
(CDBL), Collaborative Project-Based Learning named, for example, Project-Based
(CPjBL), and Collaborative Problem-Based Learning, Problem-Based Learning. Thus
Learning (CPBL). Second, the research finding for, this research has proposed pedagogy
from the try out stage found that there were blended e-Learning model which is
significant differences between pretest and posttest combination of strength of various
of knowledge construction’s scores at the .05 level
for both groups (experimental group 1 using
synchronous interaction-based cognitive tool, and
experimental group 2 using asynchronous
interaction-based cognitive tool), while the

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teaching methods, strategies, and Learning model, Phase 2 Trying out
pedagogical blended e-Learning model,
technologies. Based on the findings, such and Phase 3 Proposing pedagogical
model would enhance learners’ blended e-Learning model. Figure 1
illustrates research procedures, while the
opportunities to access to the contents, to details are described in the following
session:
participate in the activities, and to
Figure 1 Research Procedures
exchanges and brainstorm among learners
Phase 1 Literature review of model
through online social network which will components and procedures and Model
lead to learners’ knowledge construction in development
The sample in this phase consisted of 5
higher education. The construction of the experts in the field of curriculum and
instruction, educational technologies, and
knowledge in this study was emphasized educational measurement and evaluation.
The instruments used in this phase
on cognitive domain addressed in Bloom consisted of (1) experts’ interviewing form
(2001) comprised of 2 levels – the lower and (2) model evaluation form. The
process in this phase included: (1) the data
level including remembering, gathering from the literature review were
reported as a draft model and (2)
understanding, and applying and the higher researcher interviewed the 5 experts in the
field of curriculum and instruction,
level including analyzing, evaluating, and educational technologies, and educational
measurement and evaluation. using the
creation. Such domain would look in 4 model evaluation form. The former result
from the review of totaled 180 related
dimensions including (1) factual literature (75 Thai literature and 105
International literature) found that the
knowledge, (2) conceptual knowledge, (3) model should include one generic model
with three sub models for learners to
procedural knowledge, and (4) meta- effectively construct their knowledge. The
generic model included three elements and
cognition knowledge. three procedures, while each sub model
included four elements and seven
2) THE RESEARCH STUDY AND THE procedures which elaborated from the
FINDINGS generic one. The three elements of the

The research objectives were to develop
pedagogical blended e-Learning model
using cognitive tools based upon
constructivist approach for knowledge
construction in higher education. While the
three detail objectives are addressed as
follows: (1) to examine review of
literatures, as well as experts’ opinion,
towards the most popular top three
pedagogies used in e-Learning
environment, (2) to develop the models
according to the most popular top three
pedagogies used in e-Learning
environment, integrated with 6 types of
cognitive tools in order to enhance
knowledge construction, and (3) to tryout
the effectiveness of the model which
developed under the most popular top three
pedagogies used in e-Learning
environment, integrated with 6 types of
cognitive tools. Hence, the research
methods used in this study comprised of 3
phases in accordance to the objectives:
Phase 1 Literature review of model
components and procedures, and
development of pedagogical blended e-

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generic model comprised of (1) instructor's instructor's and learners' active roles, (2)
and learners' roles, (2) activities, and (3) pedagogical based activities, (3) cognitive
assessment, while the procedures included tools, and (4) assessment, while the
(1) pre-instruction, (2) instruction with procedures included : (1) pre-instruction,
cognitive tools, and (3) evaluation. (2) instruction with cognitive tools, and (3)
Regarding the sub models, all three sub evaluation with process and product.
models comprised of the same 4 elements However, the detail seven steps of each are
including (1) instructor's and learners' different according to the applied
roles, (2) pedagogical based activities, (3) pedagogy that could be described in the
cognitive tools, and (4) assessment, while followings. CDBL comprised of the
the 7 steps were different according to the following steps: (1) content outline and
pedagogy applied to each model. The timeframe were presented, (2) objectives
pedagogy included collaborative for discussion were presented, (3)
discussion-based learning (CDBL), resources for discussion were prepared, (4)
collaborative project-based learning course and group database were placed for
(CPjBL), and collaborative problem-based discussion, (5) cognitive tools were used to
learning (CPBL). However, after gathering find out solution according to the assigned
the result from the experts’ interviews, discussion topics, (6) findings were
some suggestions were made as follows: presented with review and comments from
(1) the three sub models should include 3 peers, and (7) content reflection was placed
major procedures with the details of 7 through online group learning log. CPjBL
minor steps in total; (2) the names of comprised of the following steps: (1)
cognitive tools should be addressed; and project objectives were addressed, (2)
(3) the evaluation should give emphasized group project was initiated tentatively
on both process and product which could through group database, (3) group plan was
be retrieved such outputs by scores from brainstormed through group database, (4)
the examination, the project rubric, as well group project was developed
as the observation form. Also, the roles of collaboratively with various types of
instructors and learners should be active cognitive tools, (5) group project was
which will be congruence with the concept presented with the use of cognitive tools,
of cognitive constructivist learning (6) group project was evaluated with the
environment. In conclusion, based on the use of cognitive tools, and (7) content
result of literature review and experts’ reflection was placed through online group
interview, the development of the model learning log. CPBL comprised of the
should include one generic model with following steps : (1) facts related resources
three sub models for learners to effectively were prepared for learners, (2) activity
construct their knowledge. The generic objectives were presented and problems
model included three elements and three were specified , (3) problem evaluation
procedures, while each sub model included process and solution were presented
four elements and three procedures with through the use of cognitive tools, (4)
seven steps which elaborated from the group plan was presented through
generic one. The three elements of the cognitive tools, (5) hypothesis, synthesis,
generic model comprised of (1) instructor's and solution were presented through the
and learners' active roles, (2) activities, and group database, (6) evaluation was
(3) assessment, while the procedures examined for content understanding, (7)
included (1) pre-instruction, (2) instruction content reflection was placed through
with cognitive tools, and (3) evaluation online group learning log. The model
with process and product. Regarding the developed from this phase is as shown in
sub models, all three sub models figure 2.
comprised of 4 elements including (1)

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Figure 2: Pedagogical Blended E-Learning Model Using Cognitive Tools Based Upon
Constructivist Approach for Knowledge Construction in Higher Education

Phase 2 Model try out students into two experimental groups.
The sample in this phase included 21 Then instructions were initiated for 15
weeks followed pedagogical blended e-
undergraduate students registering in the Learning using cognitive tools based upon
constructivist approach lesson plan which
Designing Web-Based Instruction course divided into 3 modules according to the
proposed models. The three modules
and the Introduction to Web-Based included (1) Collaborative Discussion-
Based Learning: CDBL (three week
Instruction program courses in the second duration) for, (2) Collaborative Project-
Based Learning: CPjBL (seven week
semester of an academic year 2011. The duration) and (3) Collaborative Problem-
Based Learning: CPBL (five week
samples were divided into two groups duration). After that the posttest of
knowledge construction test were
which are 11 students for an experimental conducted at the end of each module in
order to compare learners’ former and
group 1 (synchronous interaction-based latter levels of knowledge construction. In
order to gain in-depth data concerning
cognitive tool) and 10 students for an construction of knowledge, the learners’
process of knowledge construction were
experimental group 2 (asynchronous observed through the online learning
environment using the observation form. In
interaction-based cognitive tool). There addition, the students’ satisfaction towards
the model test was conducted upon
were 7 instruments used in this phase completion of the lesson in order to
explore the appropriateness towards the
including : pedagogical blended e- use of such model with this target group.
Data were analyzed using frequency,
Learning using cognitive tools based upon percent, mean, standard deviation, and
dependence and independence t-tests.
constructivist approach lesson plan,
cognitive tools, students’ basic computer
ability test, students’ knowledge
construction test, students’ knowledge
construction observation form, students’

knowledge construction rubric, and
students’ satisfaction towards the model

test. While the process in this phase were

described as follows. Firstly, the two tests
including students’ basic computer ability
test and students’ knowledge construction

test, were completed by the students in

order to explore the former levels of their

knowledge and the result of the basic

computer ability were used to divided

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The research results indicated as follows. In addition, not only the post test scores
would be collected, but also the
2. 1 Learners’ Knowledge Construction observation and the content analysis of the
Learners who participated in modules 1-3 knowledge construction process retrieved
both the experimental group 1 and group 2 from the pedagogical blended e-Learning
had knowledge construction’ post-test and cognitive tools activities also reported
mean scores significant higher than pre-test in order to see the process of learners
mean scores at .05 level of significance. developing their construction of
However, when comparing knowledge knowledge. Such process of knowledge
construction’ post-tests means score of the construction development was content
experimental group 1 and group 2, there analyzed reported in 6 steps along with the
was no significant different at .05 level of detail characteristics of each. The six steps
significance. Though, the post-tests means included (1) remembering, (2)
score of the experimental group 1 were understanding, (3) applying, (4) analyzing
higher than score of the experimental (5) evaluating, and (6) creation. The details
group 2 in all three modules. The details of each module are described in the
are illustrated in Table 1 and figure 3. following sections.

Table 1: Scores of Learners’ Knowledge 2.1.1. Module 1 Collaborative Discussion-
Based Learning : CDBL
Construction The mean scores of knowledge creation
process of experimental group 1
Scores of Exp Group 1 Exp Group 2 (synchronous interaction-based cognitive
tool) and experimental group 2
KC  S.D.  S.D. (asynchronous interaction-based cognitive
tool) were at the average level (61.34%
CDBL and 52.08% respectively) upon completion
of module 1. Though, the scores of both
Pre-test 52.00 2.44 42.50 1.38 groups showed the improvement of
knowledge creation process throughout the
Post-test 77.00 1.33 67.50 1.58 module (three week duration) and score of
the experimental group 1 was higher than
CPjBL group 2. The detail of each week scores
presenting the increasing of knowledge
Pre-test 37.38 1.95 32.72 2.06 creation scores of both groups are shown in
figure 4.
Post-test 66.16 1.75 63.55 2.08

CPBL

Pre-test 34.08 2.16 30.00 2.01

Post-test 81.83 1.40 80.83 0.94

Note:

KC = Knowledge Construction

Exp Group 1 = Experimental Group 1

Exp Group 2 = Experimental Group 2

CDBL = Collaborative Discussion-Based Learning

CPjBL = Collaborative Project-Based Learning

CPBL = Collaborative Problem-Based Learning

Figure 3 Scores of Learners’ Knowledge

Figure 4 Scores of Learners’ Knowledge
Construction process of modules 1

Construction of the three modules

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2.1.2. Module 2 Collaborative Project- presenting the most significant increasing
Based Learning : CPjBL of knowledge creation scores of both
The scores of knowledge creation process groups when compared among the three
of experimental group 1 (synchronous modules are shown in figure 6.
interaction-based cognitive tool) and
experimental group 2 (asynchronous Figure 6 Scores of Learners’ Knowledge
interaction-based cognitive tool) were at Construction process of modules 3
the average level (67.16% and 66.09%
respectively) upon completion of module 2.2 Learners’ Satisfaction towards the
2. Though scores of both groups showed model
the significant improvement of knowledge Considering result from students’
creation process during the seven-week satisfaction towards the model try out, the
duration of learning in this model (from satisfaction were examined in 2 aspects
36.11 increasing to 97.91 for both groups) including 16 questions representing the
and score of the experimental group 1 was overall instruction designed based on the
higher than group 2. The detail of each proposed model along with lesson plan and
week scores presenting the significant 7 questions representing 7 steps of
increasing of knowledge creation scores of instruction for each module. It was found
both groups are shown in figure 5. that learners rated the satisfaction towards
overall at the highest level ( = 4.33, S.D.=
Figure 5 Scores of Learners’ Knowledge 0.16 for group 1 and = 4.54, S.D.= 0.19
Construction process of modules 2 for group 2). When considering each
module, group 1 rated highest level ( =
2.1.3. Collaborative Problem-Based 4.29, S.D. = 0.21) and group 2 also rated
Learning : CPBL highest level (4.53, S.D. = 0.23) for
The scores of knowledge creation process module 1; group 1 rated highest level ( =
of experimental group 1 (synchronous 4.35, S.D. = 0.19), as well as group 2 rated
interaction-based cognitive tool) and highest level ( = 4.66, S.D. = 0.21) for
experimental group 2 (asynchronous module 2; and group 1 rated highest level
interaction-based cognitive tool) were at ( = 4.33, S.D. = 0.06) and 4.60, S.D. =
the average level (81.66% and 78.33% 0.14) for module 3. The description of 16
respectively) upon completion of module items for overall instruction part are as
3. When comparing among the three follows: (1) pre-instruction are well plan in
models, the scores of both groups in this preparing learners becoming accustomed
model showed the most significant to the Learning Management System, (2)
improvement of knowledge creation Instruction was initiated in learners’
process during the five-week duration of challenging manners and summarizing at
learning (from 55.55 improving to 98.61 the end , (3) instructor was well plan
for group 1 and from 54.16 improving to during the summarized step and pointed
97.22 for group 2) and score of the out to the applicable and further use, (4)
experimental group 1 was higher than
group 2. The detail of each week scores

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the courseware was accessibility, (5) the Synchronous Cognitive Tools
Learning Management System and the
courseware were well equipped according Figure 8: Learners’ (experimental group 2)
to the learners’ need and the course satisfaction towards the Pedagogical
content, (6) the Learning Management Blended E-Learning Model Using
System and the courseware were well Asynchronous Cognitive Tools
designed for both text and illustration, (7)
the online activity tool was accessibility, Phase 3 Model revised and confirmation
(8) the brainstorming activity through
online activity tool was appropriate, (9) the The 3 experts considered that the
assessment through online test was
appropriate, (10) the authentic assessment development of pedagogical blended e-
through online observation was
appropriate, (11) the authentic assessment Learning model using cognitive tools
through creation of project was
appropriate, (12) the course content based upon constructivist approach had the
including group database and course
database were accessibility, (13) the highest level of appropriateness towards
brainstorming activity through group
database (one type of cognitive tools) was the knowledge construction in higher
appropriate, (14) the evidence presenting
process of group works through cognitive education. The detail of each dimension for
tools (database tool, concept map tool, and
presentation tool) were appropriate, (15) consideration included: (1) Model
the process of group works using cognitive
tools (database tool, concept map tool, and rationale, (2) Model purposes, (3) Model
presentation tool) were applicable, and
(16) the content review through cognitive illustration, (4) Model components
tools (database tool, concept map tool, and
presentation tool) were applicable. The (Generic Model & Specific Model), (5)
description of each item for the three
modules are congruence with the sub Generic model procedures, (6) Specific
models’ steps described in phrase 1. The
detail scores of 7 steps for experimental model procedures, (7) Appropriateness of
group 1 are shown in figure 7, while the
detail score of 7 steps for experimental the model towards knowledge construction
group 2 are shown in figure 8.
in higher education, and (8) Overall of the
Figure 7: Learners’ (experimental group 1)
satisfaction towards the Pedagogical model is appropriate and applicable.
Blended E-Learning Model Using
Though, experts had informative

suggestions to the study. Some of them, for

example, adding details of following up

and evaluation stages since these two

stages might take a lot of efforts when

compared to other stages when teaching in

blended learning environment.

Accordingly, the role of Teaching Assistant

(TA) has played viral role in supporting

instructor, especially in the following up

stage. Also, the generic model should

address the proportion of instruction
offering in face-to –face mode, as well as

the one offering in online mode which will

be more applicable for other instructors

who are not in the field of educational

technology.

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3) DISCUSSION AND CONCLUSIONS (Khlaisang and Koraneekij, 2009), which
mentioned about the effective use of
Based on the research finding, the top three Problem-Based Learning and Project-
pedagogical blended e-Learning model Based Learning in blended learning
included (1) Collaborative Discussion- environment. The finding also can be
Based Learning (CDBL), (2) Collaborative supported by the work from De Graaff and
Project-Based Learning (CPjBL), and (3) Kolmos (2007), Yang, Richardson, French,
Collaborative Problem-Based Learning and Lehman (2011), Alonso, Manrique,
(CPBL), while the 6 types of cognitive and Vines (2009) who studied the
tools based upon constructivist approach effectivenss in managing of change when
for knowledge construction in higher implementing problem-based and project-
education comprised of database tool, based learning in higher education with the
concept map tool, spreadsheet tool, constructivist and blended learning
simulation tool, presentation tool, and environement. The research finding was
conference tool. According to the try out also congruence with the work of Reeves,
phase of the three models, it was found Laffey, and Marlino, (1997) and Wang
significant difference at the 0.05 level in (2004) mentioning about the effective use
pre-test and post-test scores of both groups. of cognitive tools in higher education.
However when compared post-test scores Further suggestion based on the research
of both groups, significant differences were findings are addressed that other
not found. Based on such findings, it can pedagogical blended e-Learning models
be concluded that all three pedagogical should be proposed for the broadly use in
blended e-Learning model are effective. other fields of higher education. Also,
Also, by applying either synchronous or cognitive tools used in such models should
asynchronous interactive-based cognitive be further examine for the most
tools, it would applicable and appropriate tools in constructing cognitive
interchangeable for all three models. Such knowledge, especially the higher level of
statistic finding was strongly congruence knowledge including analyzing, evaluating,
with the observation results finding that and creation, which are considered the
there was improvement of knowledge ultimate goals of higher education learning.
construction process consistently. However,
when consider the improvement of higher 3) REFERENCES AND APPENDICES
level of knowledge construction, the
synchronous cognitive tools presented the Alonso, F., Manrique, D., and Vines, J.M.
higher improvement scores, especially in (2009). A Moderate Constructivist e-
the area of evaluating and creation. In Learning Instructional Model Evaluated
addition, when compared among the three on Computer Specialists. Journal of
modules, module 3 (CPBL) showed the Computers and Education, 53, 57-65.
highest scores of knowledge creation. Such
findings were congruence with numerous Bonk, C., Kim K. & Zeng, T. (2005).
literature reviews, for example, the work of Future Directions of Blended Learning
Bonk, Kim, and Zeng (2005) discussed In Higher Education and Workplace
about the future directions of blended Learning Settings. In Bonk, C. J. &
learning in higher education and workplace Graham, C. R. (Eds.). Handbook of
learning settings and the proposed three Blended Learning: Global Perspectives,
models also were mentioned about its Local designs. Wiley, John & Sons.
effectiveness and popularity in this
handbook. It can also be supported by the De Graaff E. and Kolmos A. (2007).
article titled Pedagogy-Based Hybrid Management of change: implementation
Learning: from concept to practices of problem-based and project-based
learning in engineering. Rotterdam:
Sense Publishers.