Development of Blended E-Learning Model Using Online Interactive

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Jonassen D. H., & Reeves, T. C. (1996). [Online]. Available from: http://www.
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of Instructional Technology in Higher
Education. Proceedings of the Society The author would like to thank
for Information Technology & Teacher Chulalongkorn University’s Ratchadapisek
Education (SITE) 2008. International Sompot fund in supporting this research.
Conference, organized by the My appreciations also extend to all experts
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Agile Project Management for Smart m-Learning
(IEC2012)

Annop Piyasinchart 1* Namon Jeerungsuwan Ph.D. 2
1 Doctoral Degree Student, Information and Communication Technology for Education Faculty of Technical

Education King Mongkut's Institute of Technology North Bangkok
2 Asst. Prof. Dr. Namon Jeerungsuwan Director of Ph.D.Program in Information and Communication Technology

for Education Faculty of Technical Education King Mongkut's Institute of Technology North Bangkok,
e-Mail:[email protected]

*Corresponding Author Tel. 081-7556406 E-mail: [email protected]

ABSTRACT Complex Adaptive System, Agile Project
Management, Smart m-Learning
The purpose of this research study is to
develop an agile project management model 1) INTRODUCTION
for a management program that involves the
information communication and technology The rapid emergence of new Information
(ICT) such as “The Agile Project Communication Technology (ICT) will play a
Management for Smart m-Learning”. Our big role in future changes to the education
model is derived from many articles and system. The emerging technology use in
research documents that we reviewed and Thailand has been on an ad-hoc basis. Current
synthesized from the discipline of planning has not delivered an effective and
management study; these include: Deming’s efficient method to utilize funds and human
management (PDCA), Complex Adaptive resources. Installing new ICT to enhance our
System: CAS, PMI project management and present education system is difficult because
three new agile project management plans usually center on technical aspects but
techniques: 1) “eXtreme Project ignore the human aspects (academics, teachers
Management”, 2) “Agile Project and students); we need to handle the human
Management: Creating Innovative aspects as well in a project plan. There should
Products”, and 3) “Project Management e- be an effective and suitable project management
Learning”. We created and then utilized a methodology to handle those issues. We need a
set of open-ended questions to generate our more flexible way to manage projects that
model. We used in-depth interviews with two involve fast changing technology. We can’t use
target groups The first target group was five traditional project management methodology
project management experts who have more which is used commonly in construction or
than 15 years of experience in their career industrial fields. For traditional project
field, the second group was three project management (PM), the scope of the project is
management experts in m-Learning from the clear for all participants and technology change
academia. After the interviews we created does not so much affect the project objective.
our model then went back to the target But in projects where fast changing technology
groups to obtain their acceptance. ehT is key, rigid PM that cannot integrate those
comments were then used to improve the changes ongoing will hamper getting the
model which we named “SEED of WISDOM desired outcome. We need flexible rather than
for Agile Project Management”. The rigid PM for both objectives and for managing
author’s plan is to use the model to manage a the staff involved in the project.
“Smart m-Learning” project for primary Flexible PM leads to open minds, not just
grade students in the future. people following management orders, but to
think about how to effectively obtain the
KEYWORDS desired outcomes. The scope and purpose of the
project can be changed to meet the changing
Plan, Do, Check, Act (PDCA), Project world as long as the outcome is still aligned
Management Body of Knowledge (PMBOK), with the vision and mission of the organization.

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A good example of a rapidly changing 4) THEORETICAL FRAMEWORK
technology based project is the attempt to
integrate tablet computer based learning in all The most popular traditional project
schools grade 1-12 in Thailand. management methodology is from the U.S.
The government plan is to implement a much- Project Management Institute (PMI). PMI
publicized One Tablet Per Child (OTPC) developed PMBOK which includes their nine
scheme by distributing nearly one million bodies of knowledge for project management
tablets to all Grade 1 students at the start of the (PMI, 2004), and which is implemented
2012 semester.New tablet models are released worldwide. According to PMI project
about every 2 years and the tablet is only one of management the project scope is the first item
many elements in mobile learning environment and it must be clear and well planed, in detail,
which is changing fast. The tablet is a powerful from the beginning. After the scope is settled, a
“last mile” link in m-Learning system and the step by step plan is created called a task break
m-Learning system itself is changing because of down structure (TBS). The TBS is like a
the emergence of the smart mobile environment waterfall in that it is a one way process; as each
which includes tablets, mobile phones and 3G step is completed and approved and flows on to
or 4G high speed broadband internet. For the next below, the process does not allow for
success with the OTPC project it is not enough the project team to go backwards up the steps to
to only select a quality tablet and deliver it on determine if changes in the environment will
time to all students in grades 1-12. The tablet affect the ability to reach the desired outcome
does not teach by itself. We also need to or if improvements can be made in prior steps.
prepare students, teachers, digital content, and The process is traditionally one way and will go
school’s internet and wireless environment in to the next step one by one the same way as
order for the tablets to deliver education content with a waterfall. This style of PM is less
effectively and connectivity between students effective for projects in which changing
and teachers and online knowledge. technology has the potential to the adversely
The tablet project, OTPC, is a part of the Smart affect the outcome of the project. In these cases,
m-Learning project in which ICT plays a big including the “Smart m-Learning” project, the
role in the success of the project. We need an author purposes to use the new model of “Agile
“agile project management” that has much more Project Management”.
flexibility to maintain synchronization with the The Agile Project Management model is based
changing smart mobile learning environment. on the three foundation principles for PM: 1)
the standard code of conduct for all
2) RESEARCH OBJECTIVE management, plan do check act, PDCA, of
Deming circle (Deming, 1955). 2) Complex
The purpose of the research study is to develop Adaptive System, CAS (Holland, 1992), which
an Agile Project Management model for explains how a group of animals such as fish,
flexible project management programs so bees, ants and birds can be grouped again after
project outcomes can stay aligned with something interferes with their group shaping,
requirements even in rapidly changing and 3) PMBOK from PMI. These principles
environments such as those that involve ICT, were adapted into three Agile Project
for example “The Agile Project Management Management methods: 1) “eXtreme Project
for Smart m-Learning”. Management” (DeCarlo, 2010). DeCarlo
describes successfully using this method in
3) RESEARCH HYPOTHESIS software development projects; 2) “Agile
Project Management: Creating Innovative
That “Agile Project Management” can be Products”
approved and adapted to rapidly changing ICT (Highsmith, 2010), Highsmith describes
environments such as in the “Smart m- implementing new product development project
Learning” project. The initial research is aimed using Agile; 3) “Project Management e-
at proving this hypothesis. Learning” (Shackelford, 2005). Shackelford
implemented an e-learning project using
adapted Agile methods.

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In year 2001, an expert group in Agile Project (Agile Organic CAS) and uses simple rules on
Management in the U.S. wrote a declaration of self control; only light touches are used from
“Manifesto Agile Software Development” outside.
which developed into an Agile Project
Leadership Network. Agile Project a project controller The author did a literature
Management is now also widely implemented review on the mentioned principles and
in industrial projects. synthesized the theoretical framework in figure
There are some distinguishing differences and 1.
underlying assumptions between traditional and
Agile Project Management as follows:
4.1 Traditional PM, strict adherence to the
preset methodology:

planning stage in detail by using existing Figure 1: Theoretical framework
information plus some forecasted information.
5) AGILE PROJECT MANAGEMENT
hierarchy. MODEL

project team will improve the team According to the theoretical framework in topic
performance. 4, the author developed the Agile Project
Management Model which is shown in figure 2.
effective machine that runs the project.

into a series of unchangeable well planned
small tasks. The result will be effective if the
project team follows the preset plan step by
step.

using all predicted and historical information.
All possible corrective and preventive actions
for those kinds of risk are set up initially and
actions are used if risks materialize in the
future.
4.2 Agile Project Management (CCPACE,
2011)

Stays flexible on the rapid changing technology
yet conforms to customer value.

satisfaction of the client even if the project team
must change things during project development.

fixed at the project beginning, but tasks are
changed iteratively as needed when client
requirements change. Delivery is in small
increments.

oration both within the
team and between interested parties.

communication is emphasized.

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6) RESEARCH METHODOLOGY 7) RESEARCH OUTCOMES

6.1 The author developed an opened-ended The data for the in-depth interviews is in table
questionnaire and surveyed 2 groups, then after 1
developing the model went back to the 2 Group 1
groups and performed in-depth interviews to Two PM experts agree on the purposed Agile
ensure their approval of the proposed Agile Project Management model and agree it can be
Project Management model. The first group are applied for smart m- Learning project
experts from private sector. While the second management. They also expressed the opinion
group is from government sector. that Agile Project Management could be
effectively used in a new product development
Group 1 project. Also they expressed the idea that
Five project management experts who each rapidly changing environments are not only
have more than 15 years experience in project happening in technology but with people as
management career in the private sector. well.
Group 2
Group 2 Agile PM is a new methodology in Thai- land,
Three academics from universities who have at so it’s quite difficult to find experts in
least 10 years of experience in managing m- academia for our in-depth interviews.
Learning or e-Learning projects or other In order to compensate for this
technology related projects. selection,criteria for PM was changed from
morethan 15 years to more than 10 years
6.2 Collecting and analyzing the interview data inmanaging m-Learning or e-Learning pro-
as shown in figure 3. jects. As a result we have one m-Learningand
one e-Learning PM expert and the thirdperson
is involved in other technologyprojects.

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The m-Learning expert agrees that applyingthe The third expert has more than 15 years
Agile PM model to Smart m-Learning involving both non-technology and techno-
isappropriate and gave us his idea to do a logy projects. He also agreed on the applica
proactive training in Agile PM to the proposed bility of the model and also pointed out that
project team and for all interested human resources are also another fast changing
partiesbecause Agile PM is quite new to factor, like technology, and in some cases is
Thailand. much more complicated than our expectations.
The second e-Learning expert also agreed with In conclusion, 8 experts agree on the appli-
the applicability of Agile PM to Smart m- cability of the Agile Project Management
Learning, but suggests the author in-clude asdiscussed above and 7 out of 8 experts
much more detail in the model to help those arealready using a project management
unfamiliar with it. stylewhich is similar to Agile PM. The only

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raised was that it might be difficult to im- REFERENCES
plement Agile PM for large government
projects because the bureaucratic system CCPACE. (2011) Agile Project
inthe government sector may be reluctant
to adopt this new system. The author Management. Retrieved January 12, 2012.
reviews the information from the in-depth
interviewand synthesizes the “SEED of From www.ccpace.com
WISDOM for Agile Project Management”
in figures 4. Figure 5 is the final “SEED of DeCarlo, Doug. (2010). A Guide to
WISDOMfor Agile Project Management
Model” which is approved by the experts. eXtreme Project Management. Retrieved

8) SUGGESTIONS FROM THE RE- January 15, 2012. Fom
SEARCH
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appropriately applied to m-Learning, but
two obstacles may block the effectiveness &dq=eXtreme+Project+Management+Dou
of an Agile PM of the project. These are:
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dividuals supervising themselves (i.e. per-
sonal responsibility) from functioning well, LqLcW_TqTv2kMtgkaq1hcILY&redir_es
and;
2) the bureaucratic system of the govern- c=y#v=onepage&q=eXtreme%20Project%
ment sector may make it difficult to change
to an Agile PM like system of project 20Management%20Doug%20DeCarlo&f=
management in a large government project.
It is common in government projects to false
close a project that meets all the items in
the Terms of Reference (TOR) or specifi- Holland, John.H. (1992). Complex
cation and pass inspection, yet the final
out-come will go unused because it is Adaptive System. Retrieved January 12,
already obsolete.
In conclusion, Agile Project Management 2012. From
isa good and applicable project
management tool for private sector http://www.jstor.org/discover/10.230/2002
technology projectsand medium and small
government projectswhere rapidly 5416?uid=3739136&uid=2&uid=4&sid=5
changing technology is an issue. The
author plans to add to this re-search during 5998188133
an implementation of the “SEED of
WISDOM Agile Project Management for Highsmith, Jim. Agile Project
Smart m-Learning: A CaseStudy in
Primary School Students” within this fiscal Management. 2nd ,Boston: Pearson
year.
Education Inc.(2010)

Juran, Joseph M., & Godfrey, A. Blanton.
Juran’s Quality Handbook. 5th edition.

New York. McGraw-Hill. (2000)

Project Management Institute. A Guide to

the Project Management Body of

Knowledge 3rd, edition. Newtown Square:

Project Management Institute. . (2004)

Shackelford, Bill. Project Management e-

Learning, 3rd edition. Alexandria:

American Society for Training &

Development. (2005)

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Development of On-line Instruction Media an Administration System based on Moodle
Program on Learning Behaviors of PhD. Students

J. Wattakiecharoen1 and P. Nilsook2
1Graduate School, Christian University, Bangkok Thailand

([email protected])
2King Mongkut’s University of Technology North Bangkok, Bangkok Thailand

([email protected])

ABSTRACT In conclusion, Moodle program is a useful
Moodle program is a system for which tool for developing on-line educational
educators can create learning protocol such system. It also meets the requirement of
as learning document, multimedia, educators, and learners who relate to this
assignment, whereas the learning system. The results show that learners
management system (LMS) which is a rated their learning at the great level and
software application for which learners can satisfaction of Moodle program at the
interact online courses engaging learners in highest level.
discussing course materials, to foster a
sense of community, and to enhance Keywords: Learning behaviors, Learning
learning. The purposes of this research Management System (LMS), Moodle
were: 1) to develop of on-line instruction program, PhD student.
media and an administration system based
on Moodle program, 2) to create 1) INTRODUCTION
instruction media on TTPM7313: Technology and computers have affected
Qualitative Research Design course, and 3) teaching and learning in Thai higher
to evaluate satisfactions and attitudes of education. The multi-function of Learning
learners toward on-line instruction media. Management System (LMS) such as
The populations comprised PhD students Moodle is integrated in classrooms to
registered in Qualitative Research Design enhance students’ learning who struggle
course in the second semester of the with conventional pedagogical methods.
Academic Year 2011, Christian University. Moodle moves the instructional model
Lesson plans, web-based instructional from an instructor-centered presentation to
materials and web blogs were used on a student-centered learning model
Moodle in this research. Content analysis (Moodle,2012). The instructors act as
on qualitative work was done to determine facilitators of learning, assisting and
trends and major themes. The results engaging students in group discussions.
revealed that web-based instructional Moodle makes the courses more
materials on Moodle program encourage interactive, inclusive and student centered
learners to focus on their lessons more (Dougiamas,M2004). It is important to see
frequently and also promoted the learners’ how Moodle would affect and/or improve
eagerness, responsibilities and access to the motivation, participation, and learning
knowledge outside the classroom. Moodle outcomes. This research involved the
program improved their computer-assisted actual implementation of Moodle using by
learning skills as well as knowledge PhD student. The problems in the
transfer in higher education. The implementation have been noted and
acceptance of web-based instruction was recommendations compiled to aid others in
influenced by the learners’ access to online their implementations. The purposes of this
instructional materials, their personalities research were: 1) to develop of on-line
and the instructor’s teaching performance. instruction media and an administration

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system based on Moodle program, 2) to mostly useful to programmers and
create instruction media on
TTPM7313:Qualitative Research Design education theorists, which accurately sums
course, and 3) to evaluate satisfactions and
attitudes of learners toward on-line it up in an easy-to-grasp catch-phrase.
instruction media.
Moodle consists of different learning
2) LITERATURE REVIEW
Learning Management System (LMS.) was activities such as lesson, journal, wiki,
a software package, usually on a large forum, chat, and quiz. Moodle’s design is
scale, that enables the management and
delivery of learning content and resources grounded in a socio-constructivist theory
to students. At a minimum, the LMS
sometimes referred to as a Course of learning (Zsolt, T., and István, B. 2008).
Management System (CMS) or Virtual
Learning Environment (VLE) usually Learning task can be designed to allow for
allows for student registration, the delivery
and tracking of e-Learning courses and cooperation between the lecturer and
content, and testing, and may also allow
for the management of instructor-led students or among students by using
training classes (Melton,J. 2006). Web-
based tools, common in such systems, different formats of social interaction.
include email, content forums, chat groups,
resource page templates, grade books, and Students interact with each other
interactive quiz applications. It is designed
to facilitate teachers in the management of synchronously in a chat room, engage in
educational courses for their students,
especially by helping teachers and learners asynchronous discussion in Wikis and
with course administration. According to
Taylor and Maor (2000) the constructivist forums. Moodle enables students to
on-line learning environment consists of
six major components: relevance, compose or work together on a text while
reflection, interactivity, tutor support, peer
support and interpretation. Dougiamas online (Dougiamas, 2011). Moodle is very
(2011) explained that his Moodle were in
line with Taylor and Maor ideas, useful in a university setting , however it
Dougiamas developed Moodle with
emphasized on elements of the students’ is also useful in any place corporate or
environment that were focus on the web
site as a tool for navigating the course, web academic, that seeks to deliver some sort
site content, activities and resources, the
online tutor’s participant and support, and of curriculum to either its staff or
the students’ participation and support.
Moodle is an online learning system, customers. Moodle is learning environment
virtual learning environment or course
management system. It is a highly from the standpoint of several theories (i.e.
developed open-source teaching support
system. The word Moodle was originally learning spaces, environmental
an acronym for Modular Object-Oriented
Dynamic Learning Environment, which is psychology, learning styles, multiple

intelligences, etc.). Moodle is a

teaching/learning supportive environment.

Our concern is that there seems to be a lot

of people choosing Moodle as e-learning

platform, and although there is huge

enthusiasm and some apparent success in

its introduction into educational settings;

the amount of formal research to assess

this environment and its tools (both from

technical and didactical standpoints) is not

much, so that still little that can be said

about its impact on learning outcomes.

3) METHODOLOGY
3.1 Population
The population of this study included the
first year graduate students in PhD
program. They were 13 PhD students in all
disciplines of Administration Science (7
nursing administration,1 public and private
administration, 1 educational
administration and 3 hospital
administration). They all were part time
students.

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3.2.Methods 4. RESULTS
Quantitative approaches were employed in In this innovative course, thirteen students
this study. In depth interview was used for logged into the e-Learning Moodles. The
qualitative data collecting. According to results showed that all of participants
the course requirement, the graduate (100%) frequently access (more than once
students had to enroll in TPPM7313: a week) the e-Learning website, journals,
Qualitative Research Methods course. This content resources, assignment exercise and
course was two credits with two hours of scheduler were the most popular tool. Data
lectures as well as three hours of self study from interviewing was shown in 4 themes.
per week. The e-Learning activities started 1) Navigation and Usability: Most of
at the beginning of the course to 15 weeks participants said web site was easy to read ,
during the second semester 2011. access and navigate through the CTU e-
The Internet learning module Learning link .Online resources and menus
(http://ctulms.christian.ac.th) is located at were available and easily accessible except
the e-Learning web site of Christian the server had some problems. Forgetting
University: CTU Computer Center. the password was a big problem in two
Moodle version 1.9.11 was used to manage female students. In addition, all of the
the e-Learning activities. The web-based students had experience with Windows
learning content was developed based on systems. They had previous experience
the course description, behavior objectives, with word processing, spreadsheet,
teaching unit, teaching and learning browser, presentation, and digital photo
activity. The contents of the e-Learning software. All remarked they thought
modules focused on 1) Classification of computers were useful and used them for
management theory and qualitative their research, eight used them during free
research apply in management and time, and all noted that they were okay
administration discipline, 2) identification with computers. None had used Moodle
of philosophical based of qualitative before. All participants had experience
research,3) Qualitative approach, 4) with computers, but that experience was
Selection and applying an appropriate varied and might have been limited to
method(s) for data collection best suited several specific tasks related to their skill.
for qualitative research, 5) Data Students can learn everywhere and every
management and data analysis time they like and revisit the course as
process/content analysis, and 6)Writing often as they like, if they don’t understand.
qualitative research report. Other activities 2) Content and Design: The course content
on the website comprised links to was organized in a way that allowed the
references and online resources, a web participant to meet the learning objectives.
board, email contacts, and video clips. The course content was up-to-date and
At the end of each session, participants helpful real-life examples or applications.
were asked what they thought about the The e-Learning modules helped their
learning experience. The e-Learning understanding of the course and retrieved
interview topics included the usability; the educational media easily. It saves cost
content and design; overall knowledge in a long term, for example, no need to
gained and program impact on the print so much paper sheets. There was
students’ learning behavior. Content borderless for everyone who want to take
analysis was used to assess the students’ the course. It was a good idea if the
opinions anonymously on both the e- participant can also use examination
Learning modules and the overall course. module on this online learning for the final
examination in the class room. This is
good if their teacher provide the classes for
working people who are not able to join

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the weekday normal classes. The student DISCUSSION
can do it around the world. The Moodle The PhD students were all part time
"Assignment" tool with advanced students .The students comprised of adult
uploading of files was used for deliverable learners with diverse abilities, learning
for the course, with each "assignment" styles, schedules, and geographic locations.
placed where it was due. This provides an That’s why Moodle was fit to this group.
easy to understand schedule of what is Students may communicate with their
required. Also a "weekly report" was instructors and each other in learning
added for each week, as an assignment. communities, access learning material,
3) Program Impact: Moodle approach as take quizzes, and submit assignments, all
worked reasonably well. It should provide using the power of the Internet (Ko &
more effective where there are a large Rossen 2004, Preece, 2000).It provides
number of students using the system with more space to Thai students in the
individual supervisors, with the lecturer in discussion board as they don’t like to ask
charge being able to monitor progress. The questions in class. Moreover the Q&A
participant will be able to apply the among teachers and learners are captured
knowledge and/or skills gained from this in Moodle.
course and help them to improve their Moodle is a teaching/learning supportive
understanding. Overall, the participants environment. Our concern is that there
were satisfied with this course and enjoy seems to be a lot of people choosing
this type of learning. They would use this Moodle as e-Learning platform, and
type of learning again and would although there is huge enthusiasm and
recommend this course to other students. some apparent success in its introduction
The participant liked the form of blended into educational settings. An essential
learning as applied in the course. Some point to make here is that all users of
pointed out that they could easily arrange online tools should be comfortable using
work duty with learning, or that they could the tools. Teachers lacking the skills
repeat online lessons as often as they should get them, through training or
wanted, or until they understood. The through close consultation with colleagues
participant suggested that teachers may who know how to use them. At the same
need to put extra effort in developing their time we should make sure our students are
course at the beginning and will cost you comfortable with them as well. We should
extra more to get some media content like take the time to show them essential
sound recording and video. Students must features, one at a time. Teaching and
have strong self-discipline in taking learning the skills may take several class
courses. Lack of face to face interaction meetings, but command of the tools is the
among teachers & classmate, so they must key. Students have been motivated to use
go together with normal class at least once Moodle and get the same results by:
a week they all meet together to recapture 1)creating greater student participation and
everything done during the week. 2) assisting the students to take ownership
4) Knowledge Gain: Prior to completing of their learning both online and in class.
this course, their level of knowledge/skills
about qualitative research was little. After CONCLUSION
completing this course, their level of On-line Instruction Media and
knowledge/skills about qualitative research Administration System based on Moodle
is better. Overall, the participants were Program have generated positive learning
highly satisfied with the course. attitudes and engagement by the students.
Using the new e-Learning pedagogy, the
students who experience some anxiety
from setbacks experienced in class, may

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benefit from the new experience of =th&as_sdt=0&as_vis=1&oi=schol
art&sa=X&ei=sSS6T4CjGsezrAeX
directing their own learning. Using Moodle _vjaBw&ved=0CA4QgQMwAA,
May 12,2012.
should generate more positive experiences Miles,P (2012). Hybrid Pedagogy: Trading
Classroom Authority for Online
for the students, and a greater willingness Community
http://www.hybridpedagogy.com/,
to try new things, and learn more May 12,2012.
Moodle(2012). community site.
efficiently and effectively. This research www.moodle.org.,May 12,2012.
demonstrated what the students’ behavior Ng, K. C. (2007). Replacing face-to-face
tutorials by synchronous online
change about individual help, group technologies: Challengesand
pedagogical implication.
assistance, self-directed learner, International Review of Research in
Open and Distance Learning,8(1),
technological and computer skill and 1-15.
www.irrodl.org/index.php/irrodl/art
participation. The recommendations icle/view/335/764,May12,2012.
Taylor, P. and Maor, D. (2000). Assessing
emphasis the integration of pedagogical the efficacy of online teaching with
the Constructivist On-Line
strategies and technical tools in online Learning Environment Survey. In
A. Herrmann and M.M. Kulski
education as the hybrid digital class in (Eds), Flexible Futures in Tertiary
Teaching. Proceedings of the 9th
order to meet the diverse abilities, Annual Teaching Learning Forum,
2-4 February 2000. Perth: Curtin
experiences, and needs of online learners University of Technology.
http://lsn.curtin.edu.au/tlf/tlf2000/ta
more efficiently. ylor.html ,May12,2012.

REFERENCES Zsolt, T., and István, B.( 2008). Moodle
Cristóbal, J. Merino,j. Navarro, A. and social constructivism Nyugat-
Magyarországi Egyetem.
Peralta ,M. Roldán ,Y. Rosa & www.ittk.hu/netis/doc/textbook/Tot
Silveira, M. (2011). "Software h_Bessenyei_moodle_eng.pdf,May
engineering infrastructure in a large 12,2012.
virtual campus", Interactive
Technology and Smart Education,
Vol. 8 Iss: 3, pp.172 – 185.
Dougiamas,M(2004).Moodle:A virtual
Learning Environment for the Rest
of us .http://tesl-
ej.org/ej30/m2.html May 12,2012.
Garrote, R. & Pettersson, T. (2007).
Lecturers' attitudes about the use of
learning management systems in
engineering education: A Swedish
case study. Australasian Journal of
Educational Technology, 23(3),
327-349.
www.ascilite.org.au/ajet/ajet23/garr
ote.html,May 12,2012
Ko, S., & Rossen, S. (2004). Teaching
online: A practical guide (2nd ed.).
Boston: Houghton Mifflin.
http://itdl.org/journal/oct_04/article
04.htm May 12,2012.
Melton,J.(2006). The LMS moodle: A
Usability Evaluation LANGUAGE
ISSUES: HCI
http://scholar.google.co.th/scholar?
q=Melton,J.(2006).+The+LMS+mo
odle:+A+Usability+Evaluation&hl

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The INFINITY Learning Model in Thailand:
Its Potential for Developing Countries

Poonsri Vate-U-Lan, Ed.D.
College of Internet Distance Education, Assumption University of Thailand

([email protected])

ABSTRACT Keywords e-Learning, e-Learning method,
Internet-based learning model, learning
Online learning models are model, systematic approach
acknowledged to be key delivery systems
in higher education because of their 1) INTRODUCTION
potential for lifelong learning initiatives.
The main objective of this article is to Figure 1: INFINITY Model
present such a learning model, namely
INFINITY, through a research project The INFINITY learning model (Figure 1)
to investigate its effectiveness to utilize is based on the sequential steps of a
the potential of the Internet for the learning approach to direct graduate
contemporary university classroom in students to investigate Internet resources
developing countries with graduate for academic purposes. The model is the
students at two selected universities in output of a research study which aimed to
Thailand. The learning model was increase the effectiveness and efficiency of
developed to enhance the Internet the usage of resources on the Internet for
literacy of students, one of the most academic purposes and decrease errors and
crucial skills for the 21st century. The time spent on gathering online information.
INFINITY learning model consists of Despite the fact that the Internet is the
eight steps: (1) I-Investigate Internet most up-to-date and largest teaching and
resources, (2) N-Navigate learning learning resource in the world, Thai
objectives, (3) F-Find focus and graduate students have faced obstacles
keywords, (4) I-Inquire about the when searching for information on the
reliability of resources, (5) N-Network Internet such as lacking the know-how to
information, (6) I-Illustrate and define use search engines for academic purposes,
the knowledge base and its functionality, misunderstanding of resources presented in
(7) T-Transform into practice and (8) Y- other languages and the demanding skills
Yearn for feedback and refinement. The to filter, manage and file information. The
exit survey found that the opinions of INFINITY model is a sustainable learning
participants who had been learning via method since it was designed based upon a
the INFINITY learning model were very user-centred model. Moreover, this
positive with students acquiring
different skills and various aspects of
knowledge. Use of the INFINITY model
added value to the educational process
since it encouraged teenage and adult
students to access updated information
and was a very useful pattern of
learning through an individual and
collaborative learning process.

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learning model supports lifelong learning path and pace (Horn & Staker, 2011).
from student-hood into adulthood. It Additionally, learning through the Internet
encourages users to organize their is an important element of instruction
objectives to suit their learning paths and where “school” has to initially commit
individual pace. The key feature of the more financial resources regarding
INFINITY model is a combination of the infrastructure but less over the long term of
most updated information on the Internet school development. A learning model
and today’s classroom environment. This which integrates the Internet will play a
research paper will describe the eight steps vital role since its productivity delivers
of using the INFINITY learning model and markedly better results in the student
the research results which reflect the learning environment at the same or even
strength of this blended learning model. lower cost.

2) LITERATURE REVIEW The INFINITY model is the integration of
Internet technology and a traditional
The potential of the Internet enhances the learning environment as blended learning
format of human communication, model (Upside Learning, 2010). The
especially the social network which is INFINITY model has been designed to fit
becoming a central part of today’s society into the future of education based upon the
eLearning approach. It has been influenced
(Hart, 2009). Online learning or e- by the success-based design of Allen
(2007). The success-based design is a
Learning has been nominated as a systematic approach which was derived
necessity for contemporary and future from theories, research, and experience.
education. The most important concern is The objective of success-based design is to
how to connect Internet technology with provide 1) a useful structure, 2) handy
the traditional classroom because an clarity, 3) practical guidance, and 4)
Internet-based learning model is able to evidence of broad based support and
bridge useful online information and recommendations. Thus, the success-based
applications to a traditional classroom. design is built around the notion that the
Online learning models are in high principle for design instruction to be 4Ms:
demand; however it seems they still lack a a meaningful, memorable, and
systematic approach to learning. In motivational learning experience for
practice, online resources influence the students and be a measurable activity. The
way people communicate, learn and components of instructional interactivity
interact with media. The Internet will are the fabulous four comprised of context,
definitely play the important role in challenge, activity and feedback.
education, according to a comprehensive Instructional interactivity means
report of educational projects in USA, “Interaction that actively stimulates the
which shows that by 2019, approximately learner’s mind to do those things that
half of all high school courses will be improve ability and readiness to perform
delivered online (Horn & Staker, 2011). effectively” (Allen, 2003, p. 255, as cited
in Allen (2007), p. 128).
The early stages of Internet-based learning
have been started as a combination of Firstly, a meaningful learning activity is
learning models of the traditional designed to ensure that learning events are
classroom and an online mode. The related to the current situation that learners
positive outcome of Internet-based expect to encounter or to a compelling
learning presents a better alternative for interest story that builds on a developed
learning because it is a ‘new normal’ by context and allows learners to select tasks
which students can control time, place,

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of importance and relevance. Secondly, a Metropolitan, the major problem is the
memorable learning activity enables heavy traffic and full-time workers who
learners to achieve the learning are studying cannot take leave from work
objectives at the end of the instruction. very often. Internet availability in Thailand
The output of success-based design is not varies from Fiber to the Home (FTTH), 3G
only achieved “doing well” during the and Asymmetric Digital Subscriber Line
course of instruction, but also heightens (ADSL) which means the Internet is fully
the impact of what the students have available across the country. The issue at
learned. Thirdly, a motivational learning this stage is to provide Internet
activity which is an essential factor results accessibility in the classroom since not all
in changing behaviour. The high classrooms in Thailand encourage students
motivation interactivity is crucial to to use computer devices and go online
increase students’ demand to obtain while studying.
guidance and practice. Fourthly,
measurable activity refers to the strategy to 3.2) Navigate learning objectives
evaluate the improved learning The information on today’s Internet is very
performance as an authentic capacity broad-ranging. People have not enough
which has been effectively increased time to explore and read everything. One
through the training. of the main problems is that people spend
endless time on other online activities. The
The underpinning of the INFINITY model action point of navigation of this stage is to
was based upon the fact that knowledge is specify the precise information that is
constructed rather than being “found out needed and how many articles or sources
there”. It is not a one-size-fit-all model. need to be gathered. In some cases, it is
This learning model is suited to content- necessary to determine the range of years
based subjects, not drill-and-practice of information. At this stage the instructor
subjects. Trial in this research study for the should work together with students to
adult education context, it is designed establish the appropriate topics of literature
particularly to fit into the higher education review and all the precise objectives.
context, and is recommended for learners
who have good skills for analysing online 3.3) Find focus and keywords
data. The problems are that students neither do
not know how the search engine functions
3) STATEMENT OF PROBLEMS nor know what to search for, nor the web
databases for academic resources. The
The INFINITY model is, in this instance, a action point of this finding stage is that
classroom research tool which aims to students be encouraged to identify
solve problems of graduates who face keyword(s) to search using different
difficulties in completing a literature languages rather than just Thai and using
review section of their dissertation. The various synonyms both in Thai and
details of both the problems and solutions English. The graduates have been
at each step of the model are as follows: introduced to use web 2.0-3.0 applications
which can assist their study such as
3.1) Investigate Internet resources Delicious, Google advanced search,
The frequent fact, certainly in Thailand, is Google scholar, Slideshare, ISSUU,
that libraries and resource centres are youtube education and so on. The
distant, mostly located in Bangkok while instructor also needs to emphasise that
many students are located all around the knowledge can be derived from different
provincial cities and towns of Thailand. types of media such as videos, movies,
Even for students who live in Bangkok audio, images and presentation.

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3.4) Inquire about the reliability of happen because the student is
resources overwhelmed by the information gained
Students need to inquire about the from the Internet. The students will be
reliability and quality of online resources assigned this action task in order to
from the gathered information. The provide proof of understanding and
instructor needs to guide the students to competency regarding the gathered
evaluate and investigate online information knowledge.
in terms of quality of resources, for
example. The action point of this inquiring 3.8) Yearn for feedback and refinement
stage is to check and compare the Feedback and collaboration between
reliability of available information from students and instructor will generate
different resources. productivity. In practice, the literature
review part of the dissertation can be a
3.5) Network information huge document so when the process is long,
A house cannot be built without a plan, the task should be organized into small
thus a report cannot be completed without units or achievable chunks. The approach
an outline. The structure of any report is an of INFINITY reduces the isolation that
important backbone which needs to be might occur while surfing for information
designed to be congruent with the via the Internet but encourages students to
objectives that are set at an initial stage of work closely with their advisors. Students
the project. In order to create a report, wish to have detailed feedback to evaluate
students need to gather knowledge and their understanding and guide them to the
then they will practice to draft the outline next step. Instructors should provide
of the report. Students will decide which various criteria to measure the level of
information needs to be cut and which students’ comprehension.
parts need to be kept. The action point of
this stage is to arrange sequence and Hence, the word INFINITY comes from
organize all gathered data. the initial letter of the eight actions to
solve difficulties completing documentary
3.6) Illustrate the knowledge base and research. The INFINITY learning model
its functionality consists of eight steps (Figure 1). The
To check the flow of the information and INFINITY model has been analysed
prevent duplication, students are against the success-based design 4M
recommended to analyse the gathered principles: meaningful, memorable, and
information. The document will be framed motivational to students and be a
by the proposed objectives. The action measurable activity as shown in Table 1.
point of this stage is to crystallize and
summarize information to form their own Table 1: INFINITY Model and 4Ms
knowledge. Students illustrate and define
the knowledge base and its functionality or I NF I NI T Y
context and practical application. 
Meaningful   
3.7) Transform into practice 
The result of all previous tasks will be Memorable   
transformed into being a report. This is to
guarantee that students will organize at Motivational 
least one document meaningfully and to
accelerate productivity. This is also to Measurable 
prevent reports being unfinished as might
Referring to Table 1, the 4Ms have been
designed into each separate step of the
INFINITY model. The meaningful
learning experience occurred in the steps
of: I-Investigate Internet resources, F-Find
focus and keywords, I-Illustrate and define
the knowledge and Y-Yearn for feedback

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and refinement. The memorable learning 3.3 the topic of the first assignment was
experience occurred in the steps of: I- ‘gathering Thai information’ based on
Inquire about the reliability of resources, topics of the each student’s dissertation
N-Network information, I-Illustrate and regarding research, case study, knowledge,
define the knowledge and T-Transform theory and so on. The topic of the second
into practice. The motivational learning assignment was the same but in English or
experience occurred in the steps of: I- other languages.
Investigate Internet resources and Y-Yearn 3.4 After students have completed their
for feedback and refinement. Lastly, the reports, the last step is to send their work
measurable activity occurred in the steps to the instructor in their yearning for
of: N-Navigate learning objectives and Y- feedback.
Yearn for feedback and refinement. The 3.5 Instructor checked the reports in terms
INFINITY model has been trialled, of the completion and comprehension of
providing both quantitative data via an each step.
online questionnaire and qualitative data 3.6 The feedback included an evaluation
via responses to an open-ended from 1 = Poor, 2 = Fair, 3 = Good, 4 =
questionnaire as described in the next Very Good, 5 = Excellent. Moreover, the
section. instructor advised on how to improve the
report.
4) RESEARCH METHODOLOGY And 4) After the completion of two
assignments based on the INFINITY
The INFINITY learning model has been model, all students have been given an
trialled in a quasi experimental research online questionnaire inquiring about their
environment with three classes of doctoral opinion of the eight steps of INFINITY.
degree students from two selected
universities in Thailand. The first The questionnaire consisted of two parts:
classroom comprised graduates of the A) demographic information and B)
doctoral degree in Educational Technology opinion of the INFINITY model. The two
and Communications from Chandrakasem items of demographic information were
Rajabhut University. The other two classes gender and age of participants. There were
were graduates of the doctoral degree in eight five-scale-rating items (1-8) and two
Educational Administration from Buriram multiple-choice-questions and the last
Rajabhat University. The participants were question was an open-ended question. The
students from three classes, 4, 12 and 15 content of all questions regarding the
students respectively. In total, there were INFINITY model were as follows:
31 doctoral degree students who 1. It is able to build competency.
participated in this research. 2. It is able to build new knowledge.
3. It is a meaningful learning experience.
The stages of this research were 1) Review 4. It is a memorable learning experience.
the literature, 2) Design a draft model, 3) 5. It is a motivational learning experience.
Trial in the real classroom as follows: 6. It is a measurable activity.
3.1 Students had been introduced to and 7. It invents an obstacle to study.
demonstrated as to what INFINITY is. 8. I will apply INFINITY model to my
Instructor has demonstrated how to work future assignments.
on each step by providing examples and 9. What is the most preferred step?
guiding students to many Internet 10. What is the least preferred step?
resources. 11. Any suggestion about the INFINITY
3.2 Internet was determined as the major model.
channel for two assignments.

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5) DATA ANALYSIS AND RESULTS 6) SUMMARY, DISCUSSION AND
RECOMMENDATIONS
Close to eight out of ten students (77.4%
The Internet is one of the crucial
or 24 students from 31 participants) instruments to accelerate productivity of
instruction in 21st century. The results of
completed the online questionnaire. The this classroom research reflect positive
outcomes of a systematic online learning
participants were female (54%) and male approach namely, the INFINITY model.
Thailand and other developing countries
(46%). The average age of participants was should consider many more classroom
research studies focused on integrated
about 40 years old. Crucially, this set of Internet technology since it improves
opportunities to access the most up-to-date
items included one negative question to online resources and overcoming the
check participants’ attentiveness. distance barrier. The clear guidelines and
steps of this learning model assist adult
Table 2: Satisfaction with the INFINITY learners to complete assignments within a
shorter time and produce better quality
Model reports. The INFINITY model was created
under a new paradigm which emphasizes
Question Average SD. Meaning the 4Ms in order to design an eLearning
Q1 4.58 0.50 Strongly agree environment that is a meaningful,
Q2 4.67 0.56 Strongly agree memorable and motivational learning
Q3 4.54 0.51 Strongly agree experience for students and a measurable
Q4 4.63 0.58 Strongly agree activity. The eight steps of the INFINITY
Q5 4.58 0.58 Strongly agree learning model expand the collaboration
Q6 4.50 0.59 Strongly agree between students and instructors. This
Q7 2.54 1.44 Disagree learning model will be one of the
Q8 4.75 0.53 Strongly agree sustainable learning methods that
formulate the lifelong learning model into
Table 2 shows the average scores of the the future.
five-point items, standard deviations and
meanings of each item (N=24). In REFERENCES
appraising the results, the usage of the
INFINITY model was higher than 4.5 out Allen, M. (2007). Designing Successful E-
of 5 on the Likert scale reflecting the Learning. Sanfrancisco USA: John
positive attitudes of the participants. The Wiley & Son.
findings comparing the two gender groups
and the three university classes using an Hart, J. (2009, June 12). From E-Learning
independent-samples t-test and One-way to Social Learning Retrieved May
ANOVA found that each variance was 11, 2012, from
equal assumed and the appraisals by the http://www.slideshare.net/janehart/
two gender groups and the three classes from-elearning-to-social-learning
were not significantly different. Moreover,
based upon the other two multiple-choice Horn, M. B., & Staker, H. (2011, Januaty).
questions, the most favourite step was The Rise of K-12 Blended
‘Transfer knowledge to practice’ whereas Learning Retrieved May 2, 2012,
the least favourite step was ‘Inquire about from
the reliability of resources’ - this might be http://www.innosightinstitute.org/i
because it takes time to search for and nnosight/wp-
compare similar knowledge from the
various available resources. The opinions
expressed in response to the open-ended
question were very positive such as “I
learnt a lot because the model guided me
and encourage me to involve in all steps
respectively. It is a great approach to learn
since students are enlightened by practice-
oriented. I discovered knowledge at my
own pace”.

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content/uploads/2011/01/The-Rise-
of-K-12-Blended-Learning.pdf
Upside Learning (2010, May 9). Blended
Learning Retrieved May 11, 2012, from
http://www.slideshare.net/UpsideLearning/
blended-learning-3374296

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Effect of e-Learning Using Collaborative Learning via Social Media on
Competency of Using Information and Communication Technology
of Undergraduate Educational Students

T. Setkhumbong
Department of Educational Technology, Faculty of Education, Silpakorn University, Thailand

([email protected])

ABSTRACT Keywords
e-Learning, Collaborative Learning, Social
The purposes of this research were 1) Media, Competency of using information
to compare learning achievement of and communication technology.
students on the course of Introduction
to Educational Media between pretest 1) INTRODUCTION
and posttest. 2) to study competency of
using information and communication In the new information age and knowledge
technology of students. 3) to study the
opinions of students towards e-Learning -based society, Digital information
using collaborative learning via social
media. The sample consisted of 180 technologies are rapidly transforming
the second-year undergraduate students
in Faculty of Education, Silpakorn traditional ways of living, working and
University, in the second semester
of academic year 2011 by purposive learning. It would appear obvious that
sampling. The instruments of this
research were 1) 8 lesson plans. students need to be prepared for the
2) learning management system using
collaborative learning via social media. challenges and possibilities posed by these
3) competency of using information
and communication technology test. dynamic technologies (Miliszewska, 2008:
4) behavior observation form of using
information and communication 103). Thus, to live, work and learn
technology. 5) the learning achievement successfully in today’s world, students
test. 6) instructional media product
evaluation form. 7) wiki contributions must utilize technology effectively,
evaluation form. 8) questionnaire on
students’ opinions. The collected data technology can enable students to become:
were analyzed by mean, standard
deviation and t-test dependent. The capable information technology users,
results of the research were as follows:
1) learning achievement of students, information seekers, analyzers, and
posttest was higher than pretest at 0.01
level of significance. 2) Competency of evaluators, creative and effective users of
using information and communication
technology of students was high level. productivity tools, communicator,
3) The opinion of students towards
e-Learning using collaborative learning collaborators, publishers, and producers etc.
via social media was good positive level.
(UNESCO, 2008: 1). So, competency of

using information and communication

technology and collaboration are more

important for students these days and in the
near future. In addition, 21st century

learning environment in today’s

interconnected and technology-driven

world, a learning environment can be

virtual, online, remote, in other words, it

doesn’t have to be a place at all
(Partnership for 21st Century skill, 2011: 3).

e-Learning therefore becomes

unquestionably the major mission critical

in education systems and offers new

opportunities for students to enrich their

learning experiences through virtual

environment that support not just delivery,

but also the exploration and application of

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information and new knowledge (Holmes and communication technology and
and Gardner, 2006 : 1, 10) Moreover, it is
impossible to ignore the influence of social collaboration are becoming more and more
media nowadays and it’s a vital part of important in today’s world, it is therefore
the communication process (Gerlich,
Browning, & Westermann, 2010: 35). In essential to prepare educational students
addition, social media was used and/or
applied in education to support students while they are in academic in order to be
learning. Mayfield (2008: 5) defines,
Social media is best understood as a group effective teachers in the future and their
of new kinds of online media, which share
most or all of the following characteristics: life-long learning. As, Thai Qualifications
participation, openness, conversation,
community, and connectedness. So, a Framework for Higher Education : TQF :
interesting basically kind of social media is HEd and 21st Century Skills encourage to
wikis. A wiki is a collaborative Webspace
where anyone can add and edit content focus on competency of using information
(Richardson, 2009: 9), wikispaces owned
by San Francisco-based Tangient, this wiki and communication technology and
farm provides a free and easy way to create
public wikis. It offers wiki creators collaboration. Thus, the purposes of this
unlimited pages, a WYSIWYG editor, .zip
backups, RSS feeds, tags, and editable left research were:
navigation bar. Users can embed photos,
audio, or video into their wikispaces  To compare learning achievement of
(Kroski, E., 2008: 50). Thus, collaborative
learning was used in the research, Hiltz students who learned with e-
and Wellman (1997, cited by Trentin,
2010: 12) define, ‘collaborative learning Learning using collaborative
means that knowledge is not something
that is delivered to students, but rather learning via social media on the
something that emerges from active
dialogue among those who seek to course of Introduction to
understand and apply concepts and
techniques. So, student-student interaction Educational Media between pretest
in collaborative learning communities may
contribute to the achievement of and posttest.
educational goals by influencing
educational motivation and aspirations  To study competency of using
through peer relationships’. In addition,
group investigation is a technique of information and communication
collaborative learning, students have to
divide roles and responsibilities of technology of students who learned
members in group and work together. So,
the researcher was interested to study e- with e-Learning using collaborative
Learning using collaborative learning via
social media on competency of using learning via social media.
information and communication
technology of undergraduate educational  To study the opinions of students
students. Competency of using information
towards e-Learning using

collaborative learning via social

media.

2) RESEARCH METHODOLOGY

This experimental research employed one
group pretest posttest design.

2.1) Population and Sample

2.1.1. Population
The population was 32,139 second-year
undergraduate students in Faculty of
Education around Thailand, in the second
semester of academic year 2011. (Office of
the Higher Education Commission, Data
on February 17, 2011)

2.1.2. Sample
The sample was 180 second-year
undergraduate students in Bachelor of
Education Program in Thai, English, Social

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studies, Teaching Chinese as a foreign wiki to work together and 30 wiki links
language Faculty of Education, Silpakorn were shown on LMS in order to let
University, who registered in 468 101 students easily learn on the behavior and
Introduction to Educational Media course knowledge of each other. They also were
in the second semester of academic year asked to complete the 30-item multiple
2011 by purposive sampling. choice learning achievement test and
self-evaluation competency of using
2.2) Research Instruments information and communication
technology test with a five point Likert
2.2.1. 8 lesson plans on e-Learning using scale on LMS this week before learning.
collaborative learning via social media.
2.2.2. Learning Management System using Step 1 Identifying the topic : Students
collaborative learning via social media. learned about Educational Technology and
2.2.3. Competency of using information Innovation on LMS. Then, each group was
and communication technology test. assigned the task 1 of seeking problems in
2.2.4. Behavior observation form of using education today on internet, analyzing one
information and communication problem and finding how to solve it. Then,
technology. students worked collaboratively as a group
2.2.5. The learning achievement test. on wiki. Students who were recording
2.2.6. Instructional media product observer in each group and the researcher
evaluation form. had to complete the online behavior
2.2.7 Wiki contributions evaluation form. observation form of using information and
2.2.8.Questionnaire on students’ opinions communication technology after finishing
towards e-Learning using collaborative task 1.
learning via social media.
Step 2 Considering the topic : Students
2.3) Research Procedure learned about Principles and Concepts of
Selecting, Producing and Utilizing
According to the research, e-Learning Educational Media and about Instructional
using collaborative learning via social Design on LMS. Then, each group was
media was fully online learning. Thus, face assigned the task 2 of solving the problem
to face orientation for students was that was chosen in task 1 by using an
necessary in the online learning process. instructional media. This task, students had
In this research, collaborative learning with to select an instructional media and use a
group investigation technique 6 steps was mind map to explain reasons. Then,
conducted throughout 5 weeks (2 times per students worked collaboratively as a group
week) of experiment. on Mind42, collaborative mind mapping
and embedded its code on wiki. Recording
Orientation : On the first week, students observer in each group and the researcher
were introduced about learning process, completed the online behavior observation
how to use learning manage system (LMS) form of using information and
(http://elearning.educ.su.ac.th) and social communication technology after finishing
media: Wikispaces (www.wikispaces.com), task 2.
Mind42 (www.mind42.com) and Youtube
(www.youtube.com) in the classroom. Step 3 Planning the investigation in group:
Next, students were asked to form a team Students learned about The ASSURE
of 6 members and divide roles and Model on LMS. Then, each group was
responsibilities of members in group. So, assigned the task 3 of planning utilizing
there were 30 groups from 180 students. the instructional media by The ASSURE
Then, each group was assigned to build Model and worked together on wiki.

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Recording observer in each group and the Moreover, students’ instructional media
researcher completed the online behavior products were evaluated by instructional
observation form of using information and media product evaluation form using the
communication technology after finishing researcher’s rubric based on 7 criteria and
task 3. a 3-point scale, consist of 1) Content 2)
Learning Objective 3) Suitability 4) Design
Step 4 Carrying out the investigation : 5) Creative Thought 6) Usability and 7)
Each group of students was assigned to Presentation. The researcher and a
produce the instructional media. While instructor then checked the products of
they were producing product, they had to 30-group students using the same criteria.
inform progression of producing on LMS The result showed that producing
webboard by picture or what they like. instructional media products of students
who learned with e-Learning using
Step 5 Present the result of investigation : collaborative learning via social media was
Each group of students presented the
instructional media product through video good level. (  =2.67, S.D.=0.44) (Pearson
clip - Youtube and embedded its code on Correlation between two checkers was
wiki. 0.84)

Step 6 Evaluation achievement : Students 3.2 The result of studying competency of
were asked to complete the 30-item using information and communication
multiple choice learning achievement test, technology of students who learned with
self-evaluation competency of using e-Learning using collaborative learning
information and communication via social media.
technology test with a five point Likert The result showed that competency of
scale after learning and answer to the using information and communication
online opinions questionnaire. technology of students who learned with
e-Learning using collaborative learning via
The researcher collected the data and
analyzed them using mean, standard social media was high level. (  =4.15,
deviation and t-test dependent. S.D.=0.68). According to 6 elements of
competency of using information and
3) RESEARCH RESULTS communication technology, 1) Define and
Access 2) Manage 3) Evaluate 4) Integrate
3.1 The result of a comparison learning 5) Create and 6) Communicate, then found
that after experiment every elements of
achievement of students who learned with competency of using information and
communication technology of students
e-Learning using collaborative learning were higher than before experiment.

via social media between pretest and For wiki, students’ wikispaces were
evaluated by the wiki contributions
posttest. evaluation form using the researcher’s
rubric based on 6 criteria and a 4-point
The pretest and posttest mean scores were scale, consist of 1) Content 2) Organization
3)Attractiveness 4)Accuracy 5) Hyperlinks
compared by using a paired samples t-test. 6) Group Collaboration. After researcher
checked wikispaces of 30-group students,
The result indicated that the posttest mean the result indicated that wiki contributions
of students who learned with e-Learning
score obviously higher than the pretest at using collaborative learning via social

0.01 level of significance. (See Table 1)

Table 1 : Mean Scores of the Pretest and

Posttest

N  S.D. t Sig.

Pretest 180 19.12 5.61 - .000
Posttest 180 25.37 3.07 17.09

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media was very good level (  =3.57, Third, the opinion of the students towards
S.D.=0.86). e-Learning using collaborative learning via
social media was good positive level.
Furthermore, each student’ behavior of
using information and communication 5) REFERENCES AND APPENDICES
technology was checked by the researcher
using rubric. The behavior scores were 5.1) References
calculated for mean. Two scores from
students who were Recording observer and Gerlich, R.N., Browning, L., &
the researcher were combined and divided Westermann, L. (2010). The Social
by two to find out the mean score. It Media Affinity Scale: Implicationa
showed that students’ behavior of using for Education. Contemporary
information and communication Issues in Education Research. 11,2,
technology was good level. 35-41.

3.3 The result of studying the opinions of Holmes, B. & Gardner, J. (2006). e-
students towards e-Learning using Learning : concepts and practice.
collaborative learning via social media. London : SAGE.
To study the opinions of students, they
were asked to answer to the online Kroski, E. (2008). Web 2.0 for librarians
opinions questionnaire after learning. and information professionals. New
Thus, the researcher received the answer York: Neal-Schuman.
from 174 students. The result indicated that
the opinion of students towards e-Learning Mayfield, A. (2008). What is Social
using collaborative learning via social Media?. UK: icrossing. Retrieved
media was good positive level (  =4.13, February 19, 2011, from http://
S.D.=0.74) www.icrossing.co.uk/fileadmin/up
loads/eBooks/What_is_Social_
4) CONCLUSION Media_iCrossing_ebook.pdf

The research finding indicates that Miliszewska, I. (2008). ICT Skills : An
first, learning achievement of students who Essential Graduate Skill in Today’s
learned with e-Learning using Global Economy?. Proceedings of
collaborative learning via social media, the Information Science & IT
posttest was higher than pretest at 0.01 Education Conference, 103.
level of significance and producing
instructional media products of the Office of the Higher Education
students was good level. Commission. (2011). New students
of academic year 2010 in all
Second, competency of using information Institutions of higher education.
and communication technology of students Retrieved May 12, 2012, from
who learned with e-Learning using http://www.info.mua.go.th/
collaborative learning via social media was
high level. Obviously, e-Learning using Partnership for 21st Century skill. (2011).
collaborative learning via social media 21st Century Learning
helps the students to improve their Environments. Retrieved February
competency of using information and 19, 2011, from http://www.p21.org
communication technology all elements. In /storage/documents/le_white_paper
addition, wiki contributions of the students -1.pdf
was very good level.
Richardson, W. (2009). Blogs, wikis,
podcast, and other powerful web
tools for classrooms. 2nd ed. United
States of America: SAGE.

Trentin, G. (2010). Networked
Collaborative Learning: Social

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interaction and active learning.
UK: Chandos.
UNESCO. (2008). ICT Competency
Standards for Teacher. United
Kingdom: the workshops of
METIA.
information/

5.2) Appendices

Appendix A: Example of Students’
Instructional Media Products

Appendix C: Example of Students’ Wiki
Contributions

Appendix B: Example of Students’
Youtube Video Clips

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A Study of Interest using Internet in Learning Activities of
Basic Non-formal Education Learners

S. Intarat1 and S. Chanchalor2
1Learning Innovation in Technology, King Mongkut’s University of Technology Thonburi,

Bangkok, Thailand
([email protected])
2Electrical Technology Education, Faculty of Industrial Education and Technology,
King Mongkut’s University of Technology Thonburi, Bangkok, Thailand

([email protected])

ABSTRACT Keywords
Interest using internet, learning activities,
This research is aimed to study state and non-formal education, learners.
interest in learning activities of basic
non-formal education learners. The 1) INTRODUCTION
samples are comprised of 398 junior
high school learners in the basic non- Ministry of Education specifies that
formal education program in three
provinces which are Nakhon Pathom, education management via internet is one
Kanchanaburi and Ratchaburi. The tool
was a questionnaire asking for the of priority policy by made E-learning
learners’ interest of their learning
activities via internet in 4 domains database plan both free, credit enrollment
including (1) learning sources, (2)
learning via internet, (3) Sharing of and Informal learning (Torranin, 2007).
knowledge and (4) preparedness of
school. The data analysis was conducted Bureau of Non-Formal Education (BNFE)
by using descriptive statistics and one-
way ANOVA. The findings revealed that gives an important with information
Non-formal education have schools
which support Non-formal education technology continuously including support
covering all provinces, districts and
regions of Thailand. Also they have using technology for Non-formal education
prepared equipment for learning via
internet which can access in anywhere Kaewdang, 1993). Besides, the policy and
and anytime. Considering interest in
learning activities via internet found strategy of Non-formal education for
that the most learners' interest was
using computers from learning sources. budget year 2004 and operation focus on
Learners which are ages less than 35
years were interested in learning tactics to practices of Non-formal
activities via internet in all aspects and
learners which have a high goal were education for budget year 2005 define
interested in learning using new
technology such as learning via internet guideline and measure in promotion and
as well.
support providing learning sources, media

and technology for serving sufficiently

(The Office of Non-formal Education,

2003). In management of knowledge

system, they build connection with

learning sources both inside and between

communities in order to build learning

network broadly and cover country. This is

that information and communication

technology (ICT) is used administration

machinery on a process of knowledge

management (The Office of Non-formal

Education, 2005). For the way of learning

activities which consistent learners' need,

they can choose in many methods

variously consist of learning from several

media especially e-Learning.

Moreover the vision of Bureau of Non-

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Formal Education also focuses that 2) OBJECTIVE
learners and people have a chance to
access and to use information and To investigate interest in the learning
communication technology for life-long activities of basic Non-formal education
learning of their full potential (The Office learners in the lower central part of
of Non-formal Education, 2006) as well as Thailand.
defining strategies and tactics in order to
create opportunity, increase ability and 3) RESEARCH TOOL AND METHOD
improve learning standard with e-Learning.
Therefore, they support in providing and The present research was document
distributing basic infrastructures of analysis and data survey about interest in
information and communication learning activities via internet of basic
technology. Non-formal education students in the lower
central part of Thailand. The questionnaire
A study state and interest in learning was conducted with the 398 students of
activities of non-formal education students basic Non-formal education schools in the
in the lower central part of Thailand is thus three provinces located in the lower central
conducted. This study can realize of state, part of Thailand. The three provinces were
devices, infrastructures, learning media Nakhon Pathom, Kanchanaburi and
and technology in currently and guideline Ratchaburi.
in learning via internet of Non-formal
education which is appropriate and applied 3) STUDY RESULTS
to consistent with learners' need and life-
long learning management. Moreover, the 3.1) Current state of Non-formal
finding from this study will also offer a
way to develop quality Thai personnel and Education in Thailand
they can develop themselves and their
country and also adapt changing the world According to study and analysis documents,
currently. planning division of the Office of Non-
formal and Informal Education (2011),
Ministry of Education (MOE), reports the
statistical data about Non-formal education,
as of September 30, 2011, as shown in the
following table.

Table 1: Showing the number of institutes under the Office of Non-formal and Informal
Education classified by levels

LEVELS NUMBER(CENTRE)
Provincial the Office of Non-formal and Informal Education 77
( include Bangkok the Office of Non-formal and Informal Education)
927
District the Office of Non-formal and Informal Education 7,403
( include Area the Office of Non-formal and Informal Education)
853
Sub district the Office of Non-formal and Informal Education 1,340
( include Precinct the Office of Non-formal and Informal Education) 9,390

Public libraries
Community Learning Centre

TOTAL

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Table 2: Showing the number of students enrolled Basic Non-formal Education Curriculum in
2010 classified by educational levels

Educational levels Number of students(person)
Primary education 75,036
Lower Secondary education 393,663
Upper Secondary education 600,608
Vocational certificate education 15,548
Grand total
1,084,855

According to budget 2010, the Office of to promote the study of informal education
Non-formal and Informal Education has as the following table (Boonyakiat, 2012)
provided of ICT infrastructure

Table 3: Showing the budget of educational support projects (quality enhancement of informal
education)

The Project under Thai Khem Kaeng Action Plan 2012 Budget(Baht)

Activities to provide ICT infrastructure for promoting informal education 177,825,000
- Computer with devices total 750 locations 155,325,000
- Installation and internet link in community learning centre total 750 locations 18,000,000
- Activities arrangement in community learning centre in community learning centre
4,500,000
total 750 locations
Grand total 177,825,000

The Project under Thai Khem Kaeng Action Plan 2012 (the Economy Recovery Plan 328,845,900
for the 2nd stage) 748,100,000
382,500,000
1. Development and improvement equipment for television stations 50,000,000
2. Development of public libraries as lifelong learning centers for community 85,000,000
25,700,000
- Purchase of books and electronic media total 850 locations, each locations is 450,000 30,000,000
baht
4,000,000
- Purchase of books and electronic media(new libraries) total 50 locations, each 90,000,000
locations is 1, 000,000 baht 8,900,000
72,000,000
- Activities to promote reading total 850 locations, each locations is 100,000 baht 1,076,945,900

- Computer with devices total 250 locations

- Link of system for data retrieval in public libraries provinces total 75 locations, each
locations is 400,000 baht

- Web site development for linking various learning resources.
- Construction of public libraries (for districts that do not have a library) 50 locations,
each locations is 1,800,000 baht
- Providing of equipment for public libraries (for districts that do not have a library) 50
locations, each locations is 178,000 baht
- Purchase of mobile car for service total 24 cars
Grand total

3.2) Interest in the Learning Activities via learners, the samples is female more than
Internet male (58.3% and 41.7% respectively). The

The study of interest in the learning mean age is 23.7 years. The result shows
activities via internet of basic non-formal
as following table.

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Table 4: Mean and Standard Deviation of Interest in the Learning Activities via Internet

Interest Rank X S.D.

1. Using personal computer at home 3 3.60 1.00
2. Learning via internet 9 3.38 0.93
3. Contact and learning with instructors using communication
tool 6 3.51 0.88
4. Sharing of knowledge and opinion through electronic media
5. Academic institutes has provided learning and teaching via 10 3.36 0.94
internet
6. Staff advice about learning and teaching via internet 7 3.47 0.93
7. Supporting in learning equipment via internet
8. Instructors teach by using learning via internet 6 3.51 0.88
9. Using computer from learning sources 4 3.56 0.93
10. Learning from online and offline lessons 2 3.61 0.86
11. Learning sources which computer, applications and 1 3.65 0.86
network are available 8 3.44 0.96
12. Learning by using network system via internet
Grand total 5 3.55 0.92

6 3.51 0.93
3.51 0.74

Table 4 shows that learners’ interest in the models: (1) learning sources, (2) learning
learning activities via internet as a whole via internet, (3) sharing of knowledge and
were at “high” level ( X = 3.51). The high (3) preparedness of school. The age range
average score were learning sources, was divided into 3 groups: 14-25, 26-35
instructors teach by using learning via and more than 35 years. The analysis of
internet, using personal computer at home, variance classified by 4 aspects was
supporting in learning equipment via conducted as illustrated in the following
internet, learning by using via internet, table.
learning sources which computer,
applications and network are available, Table 5: Comparison of Interest in the
staff advice about learning and teaching Learning Activities of Basic Non-formal
via internet, learning by using network Education Learners divided by Age
system via internet and Contact and
learning with instructors using 14-25 26-35 > 35 F-test
X SD. X SD. X SD.
communication tool ( X = 3.65,
3.61,3.60,3.56,3.55,3.51,3.51 and 3.51, 1. 33.65 00.75 33.61 10.74 33.14 10.96 6.96*
respectively); whereas academic institutes
has provided learning and teaching via 2. 33.52 00.79 33.52 00.76 33.04 00.88 6.24*
internet, learning from online and offline 3. 33.47 00.77 33.48 00.82 33.01 00.86 5.78*
lessons, learning via internet and sharing 4. 33.53 00.77 33.66 00.77 33.23 00.83 3.55*
of knowledge and opinion through
electronic media were at “moderately” *P < .05

level ( X = 3.47, 3.44, 3.38 and 3.36, Table 5 reveals that learners who have
respectively)
different age significantly showed different
Regarding the “interest group” which is an
important aspect in the learning activities, interest about the learning activities via
we further divided this aspect into four
internet in all aspects. The average score

showed that non-formal learners who have
“14-25” and “26-35” years showed greater

interest about the learning activities via

internet in all aspects than those with
“>35” years.

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Goal of life was also studied to find of NFE which is covered and accessed in
whether or not it was related to the overall all country, including installation of
learners’ interest. The goal of life was computer devices and internet
divided into 3 groups: very much, much infrastructure. Moreover, the Ministry of
and moderate. The analysis of variance Education consents to all sub-district NFE
classified by 4 aspects was conducted as that has wireless internet (Wi-Fi),
illustrated in the following table cooperated with the Ministry of
Information and Communication
It was found that learners have different Technology as well (The Office of Non-
opinions significantly in the learning formal and Informal Education, 2012).
activities via internet in learning via
internet and preparedness of school aspects. The result of this study, it was indicated
that average score as a whole was at “high”
Figure: 1 Illustrate the Interest Level in the level. The highest average score was
Learning Activities via Internet divided by learning sources. This can be explained
Goal of Life that the government policy about providing
ICT infrastructure to the communities even
From the average score, it was found that more. According to study of Jongrak
learners who had “very much” goal Chiangtawan(2003) about service
showed greater opinions about interest in management of Non-formal education of
the learning activities via internet in all community learning centre. It was found
aspects than others with “much” and that location centre is inappropriate, the
“moderate” life goals. service of publication media and electronic
media are not enough, lacking the budget
3) DISCUSSION and public relation including less
community participation. Therefore, to
According to the policies and the focus of manage and service in educational should
action plans of the Office of Non-Formal be provide appropriately and
and Informal Education for fiscal year comprehensively as well as accessible
2011(The Office of Non-formal and from all learning sources. The next average
Informal Education,2011), it specifies score, learners require that instructors
community indicator which are available teach by using learning via internet and to
of learning sources to provide and to use personal computer at their home
support life-long learning. Also, because currently information and
educational technology, information and communication technology is an important
communication technology are used to in all sides such as work, study and
manage organization and service in entertainment. Especially, all families also
learning of people. This is consisted with have personal computers at home for
data report about agencies and academies working and communication. Thus,
learning via internet is the main guideline
that learners have an opportunity for life-
long learning, not limit with locations and
time including education policies afford
computer learning center for sub-district.
This is alternatives for learning
conveniently and also has instructors to
recommend knowledge.

Considering age range, it was shown that
learners who are less than 35 years are

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more interested in learning activities via Edmunds, C., K, L., M, M., & A, S. (1999).
internet than those with older age. Based The Ultimate Educatior,Excerption
on Modern Adult Learning Theory of from the NVAA specialized
Malcolm S. Knowles (1978) in offering.
Needs and Interests, it was found that
Adults are motivated to learn well, if it is Kaewdang, R. (1993). The summary of
the same as their needs and interests of executive conference about Non-
past experience. They would be satisfied, formal education. (p. 16). Golden
so learning activities should be consistent Valley Hotel, Khao Yai, Nakhon
with learners' need as adults to adapt in Ratchasima 12 September 1993:
their works and daily life involving The Centre for Education
effectiveness of learning activities of Non- Technology, Bangkok.
formal education as well.
Knowles, M. S. (1978). The adult learner:
Concerning goal of life, non-formal a neglected species (2d ed.).
education learners with high goal of life Houston: Gulf Pub. Co., Book
were of high opinions about interest in the Division.
learning activities via internet. This is
consistent with Irving Lorge (1947) Planning division, the Office of Non-
mentions to how to learn of adults that “To formal and Informal Education.
manage a good adult education, we must (2012, February 14).
be understand that what they need,” and he NFE_STATICS_PAGEONIE_STAT
specifies needs of adults in learning 4 ISTICS 2011. Retrieved from
areas: (1) to gain something, (2) to be http://203.172.142.6/
something, (3) to do something and (4) to plan/doc/ONIE_STATISTICS.pdf

save something (Edmunds, K, M & A, The Office of Non-formal and Informal
1999). For this reason, to devise a Education, Office of the Permanent
pedagogic plan and learning activities, Secretary Ministry of Education.
educational service provider should (2011). NFE policy and
formulate clear goals of learning for implementation focus., (p. 5).
learning aptitude achievement. Bangkok.

REFERENCES The Office of Non-formal and Informal
Education, Office of the Permanent
Boonyakiat, C. (2012, February 20). The Secretary Ministry of Education.
Policy of building the cheap (2012). Coordinate GPS of sub-
learning sources : Tambon NFE. district NFE. Bangkok.
Retrieved from
http://www.chinnaworn.com/index. The Office of Non-formal Education.
php?lay=show&ac=article&Id (2003). The Non-formal Education
=539148336&Ntype=12 Policy and Strategies 2004. (p. 19).
Bangkok: Aksorn printing Ltd.,.
Chiangtawan, J. (2003). A study on
characteristics of Non-formal The Office of Non-formal Education.
education services provision and (2005). The emphasis of
needs for Utiliztion of community implementation strategies NFE to
learning centers in Nakhon Pathom action 2005., (p. 2).
Province. Nakhon Pathom: master's
thesis, Faculty of Education, The Office of Non-formal Education.
Silpakorn University. (2006). Strategy Plan : Information
and Communication Technology
2007-201., (p. 25).

Torranin, C. (2007, October 25). Direction
of new NFE 2008. Retrieved from
http://www.moe.go.th/charuaypon/
works/ppt28_charuaypon.ppt

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The Development of Online Instructional Media
on Information Technology for Learning

Pensri Srisawat
Institute of Physical Education Suphanburi Campus, Suphanburi, Thailand

([email protected])

ABSTRACT Keywords
online instructional media, moodle,
The purposes of this research were to effectiveness, achievement, Information
develop and investigate the effectiveness Technology
of online instructional media on
“Information Technology for Learning”; 1) INTRODUCTION
compare students’ learning achievement
between the pre-test and the post-test; Institute of Physical Education Suphanburi
compare their learning achievement Campus is one of the seventeen campuses
between the group learning from online under Institute of Physical Education, Ministry
instructional media and the group learning of Tourism and Sport. It comprises three
from traditional lectures; and investigate faculties in the bachelor’s degree; faculty
their satisfaction with online instructional of education, faculty of sports and health
media. The subjects were the 1st year science, and faculty of liberal arts. There
students in the academic year 2011 in the are seven programs in the campus as
bachelor's degree of physical education at follows: Physical Education, Sports
Institute of Physical Education Suphanburi Science, Sports Coaching, Sports
Campus. They were divided into two Management, Sports Communication,
groups: the experimental group comprising Commercial Recreation and Tourism. In
40 subjects and the control group all programs, students must take the
comprising 40 subjects. The findings course, Information Technology for
revealed as the following :1) The research Learning. This course is about the
was found that the online instructional introduction to information and technology
media on “Information Technology for to help them achieve knowledge and
Learning” met the efficiency at understanding of data and information
83.05/82.10; 2) The students’ learning management and enable them to use the
achievement of online instructional media system programs and application
on “Information Technology for Learning” programs. They need to understand data
of the post-test was higher than that of the communications and computer networking
pre-test; 3) The result of learning which are difficult for them to remember
all contents. Learning from online
achievement comparison between the instructional media can broaden their
group learning from online instructional knowledge and experience at any time and
media and the group learning from anywhere. Advantages in information and
traditional lectures was found that the communication technologies (ICT) have
mean score of the students learning from built up new opportunities in the
online instructional media was higher than educational world. Also, the ICT has been
that of the students learning from taken into consideration for the higher
traditional lectures; and 4) As a whole the education to move forward from the
students were highly satisfied with online traditional classroom to the online learning
instructional media on “Information environment (Cosgrove and Maryellen S.,
Technology for Learning”. 2002). Several benefits have been clearly
identified (Emerson and MacKay, 2010).

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For example, online learning or e-Learning 3.2) Variables
provides flexible learning alternatives
compared to traditional classroom learning 3.2.1 Independent variables:
such as the possibility for the learner to
gain knowledge at their own pace without  online instructional media on
being constrained by location or time. “Information Technology for Learning”.
Online learning environments are more
prevalent in education than ever before. In  teaching methodology
2010, many instructors were attempting to
emulate traditional instructional methods in 3.2.2 Dependent variables: online
the online learning environment as much  students’ learning achievement
as possible (Feng-jung Liu and Bai-Jiun  students’ satisfaction with
Shih, 2007). Accordingly, this study aims
at developing and finding the effectiveness instructional media.
of online instructional media on
“Information Technology for Learning” in 4) TOOLS
the Institute of Physical Education
Suphanburi Campus. 4.1) online instructional media on “Information
Technology for Learning” developed with
2) RESEARCH OBJECTIVES Dreamweaver CS3 and Moodle Program.
4.2) constructed learning achievement test
2.1) To develop and find out the containing 70 items and reliability (KR-20) at
effectiveness of online instructional media 0.84
on “Information Technology for Learning” 4.3) questionnaire on satisfaction with online
2.2) To compare students’ learning instructional media on “Information
achievement between the pre-test and the Technology for Learning” consisting of 10
post-test questions.
2.3) To compare students’ learning
achievement between the group learning 5) METHODOLOGY
from online instructional media and the
group learning from traditional lectures. 5.1) Data collection
2.4) To investigate students’ satisfaction
with online instructional media. 5.1.1 The experimental group was

3) SCOPE OF STUDY introduced how to use the online
instructional media on “Information
3.1) The population and the sample Technology for Learning”.
study
The research populations for this 5.1.2 The control group was introduced
investigation were the 1st year students in how to learn from traditional method.
bachelor's degree of physical education in
Institute of Physical Education Suphanburi, 5.1.3 The experimental group learned the
who enrolled in the entire academic year of contents of seven chapters from the online
2011. There were 220 subjects. instructional media on “Information
The samples were there upon divided into Technology for Learning” for seven weeks
two groups. In the experimental group, and took a 10-item chapter quiz at the
there were 40 subjects while in the control end of each week. After that, they took a
group there were 40 subjects . post-test or a learning achievement test
while the control group learned the

contents of seven chapters from traditional
method for seven weeks before they took a
post-test or a learning achievement test.

5.1.4 The experimental group answered
questionnaire regarding their satisfaction
and comments with online instructional

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media on “Information Technology for The table showed that the learning
Learning”. achievement mean score of the pre-test
was 31.21 while the mean score of the
5.2) Data analysis post-test was 57.93. The mean scores were
5.2.1 The effectiveness of online statistically different at level .05 of
instructional media on “Information significance. The post-test was higher than
Technology for Learning” was found out by the pre-test.
using formula E1/E2.
6.3 The result of learning achievement
5.2.2 The students’ learning achievement comparison between the group learning
between the pre-test and the post-test from online instructional media and the
was compared by mean score and group learning from traditional method
dependent t-test. was found that the learning achievement
mean score of the two groups was
5.2.3 The learning achievement between statistically different at the .05 level of
the group learning from online significance, and the mean score of the
instructional media and the group students learning from online instructional
learning from traditional method was media was higher than that of students
compared by mean score and independent learning from traditional method.
t-test.

Table 2 : Comparison of learning achievement

5.2.4 The satisfaction with online from online instructional media on
instructional media on “Information “Information Technology for Learning”
Technology for Learning” was found out by
and traditional method.
mean score and standard deviation.
Experiment n X S.D. t Sig.

6) RESULTS Control 40 49.35 5.87
6.1) The research was found that the online group 40 57.93 6.70* .00
instructional media on “Information Experimental
Technology for Learning” met the efficiency group 2.37
at 83.05/82.10 level of criteria standard,
which was higher than set standard at 80/80. * level of significance .05
This media can be used efficiently for
learning and teaching. The table showed that the learning

6.2) The students’ learning achievement of achievement mean score of the control group
online instructional media on “Information was 49.35 while the mean score of the
Technology for Learning” of the post-test experimental group was 57.93. The mean
was higher than that of the pre-test and
showed statistical difference at the .05 scores were statistically different at level .05
level of significance.
of significance. The experimental group was

higher than the control group.

6.4) The average mean score of the

satisfaction with evaluation was 4.19 and

the standard deviation was 0.50, showing

Table 1: Comparison of learning that it was in a high level. As a whole the

achievement from online instructional media students were highly satisfied with online
on “Information Technology for Learning”.
instructional media. As separated

Experiment n X S.D. t Sig. items, they were highly satisfied with each

Pre-test 40 31.20 4.64 item; usability ( X = 4.46), content
Post-test 40 57.93 2.37
31.54* .00 appropriateness ( X = 4.32), font and

* level of significance .05 graphics ( X = 4.14), child centered

activities ( X =4.11), IV

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exercises and tests ( X = 4.07), and language practical. The content analysis for
use ( X = 4.07). effectiveness had shown lesson
effectiveness (E1/E2 ) at 83.05/82.10 which
7. DISCUSSION was higher than criteria at 80/80. The
learning achievement of online
7.1) The effectiveness of online instructional instructional media on Information
media on Information Technology for Technology for Learning was statistically
Learning at 83.05/82.10 which was higher different at the .05 level of significance.
than determined value at 80/80 resulted from Learning achievement in the experimental
the good quality review in content and media group was higher than that in the control
production conducted by 3 research advisors, group, and the students were highly
and a test try-out conducted by the researcher. satisfied with online instructional media on
Information Technology for Learning.
7.2) Proper content and element had a direct
9) ACKNOWLEDGEMENT
effect on the learning achievement of
This study was kindly sponsored by the
experimental group which was higher than Institute of Physical Education on fiscal
year 2554 B.E. Researcher thank you for
that of the control group. They, hence, were the kindness of research committee who
sponsored the study until it was complete
able to learn upon their capacity, study the successfully. I especially thank all
participants at Institute of Physical
lessons repeatedly, and sequence the lessons Education Suphanburi for their assistance.
Any merit from the research is dedicated to
upon their needs and satisfaction. This all instructors, my parents and family for
the sake of their support.
made their learning achievement higher.
10) REFERENCES
The findings complied with the study by
Ching-Hong Liu. The Comparison of
Sureeporn Pawuttipattarapong. (2007) who Learning Effectiveness between
Traditional Face-to-Face Learning
pointed out advantages of e- and e-Learning among Goal-
Oriented Users. IEEE Digital
Learning that learners could study, repeat Content, Multimedia Technology and
its Applications (IDC) 2010 6th
the lessons and create self-constructed International Conference. (Aug,
2010).
knowledge.
Chongkunklang, C. The Development of an
7.3) Online instructional media on Online Computer Instructional
Package for Basic Hardware and
Information Technology for Learning had Utility Subject. National e-Learning
Conference 2011 ”Open Learning
got high satisfaction which complied with Open the World” (9-10 Aug. 2011):
the study of “The Development of Online 522.

Instruction Media and Administration Cosgrove, Maryellen S. (2002).
System base-on Moodle Program” by Telecommunications Distance
Prapas Thepthong (2011) indicating that 90 Learning and Teacher Preparation.
ERIC Clearinghouse on Teaching and
aspects (100 percent) of evaluation and

average comment were high because the
lessons could satisfy learners’ needs in term

of output, menu, content module and test

system.

8) CONCLUSION

The study on “The Development of

Online Instructional Media on Information
Technology for Learning” for the first year

students in the faculty of education in the
second semester of academic year 2011 at

Institute of Physical Education Suphanburi

can be concluded that the media was

- Proceedings 178 -

Teacher Education Washington DC. Tapethong, P. Development of On-line
Retrieved from:
http://www.ericdigests.org/2004- Instruction Media and
1/distance.htm
Emerson, L., MacKay, B. (2010). Administration System based-on
A comparison between paper-based
and online learning in higher Moodle Program,
education. Brittish Journal of
Educational Technology, Online 1-9. National e-Learning Conference
Wiley. Retrieved from: 2011. “Open Learning Open the
http://onlinelibrary.wiley.com/ World” (9-10 Aug. 2011): 314.
doi/10.1111/j.1467-
535.2010.01081.x/pdf.
Feng-jung Liu, Bai-Jiun Shih. Learning
Activity-based Elearning Material
Recommendation System, IEEE
International Symposium on
Multimedia(ISM 2007), Taichung,
Taiwan, Dec. 2007.
Ministry of ICT. (2009). Thailand
National
ICT Master Plan (v.2) in 2010-2013.
Retrieved from:
http://www.mict.go.th/article_attach/p
olicy_Broadband.pdf
Paleenud, I.& Sombunsukho, S.
A Determination of Academic
Achievement and Student Satisfaction
of e-Learning Based Study Through a
Learning Management System.
National e-Learning Conference
2011”Open Learning Open the World”
(9-10 Aug. 2011): 360.
Srisawat,P & Na pombejra, S. (2009).
Learning
Achievement on Computer
Application by Multimedia Package
via the Internet in Institute of
Physical Education Suphanburi.
Institute of Physical Education
Suphanburi: Author.
Sureeporn Pawuttipattarapong. (2007). An

investigation of the learning style-
preferences of students at the
internal audit department of
"Advanceagro co., Ltd",
Chacheungsao, Thailand.

International Graduate Studies
Programs, Burapha University.

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Blended e-Learning Activities for the Information and Innovation
Management Course: Its Outcomes of Graduate Students at
Bangkok-Thonburi University

Prachyanun Nilsook1 Panita Wannapirun2
1-2Department of Information Technology and Educational Communication,

King Monkut’s University of Technology North Bangkok
[email protected], [email protected]

Abstract 1) Introduction
The objective of this research was to Learning management in a graduate

investigate how blended e-Learning level refers to excelling in knowledge and
activities for the Information and research, which requires learners to practice
Innovation Management Course would independent study. In the same direction,
affect learning outcomes of graduate students are expected to analyze theories
students of Bangkok-Thonburi University. and principles on a profound basis in order
The blended e-Learning course was to create a novel body of knowledge and a
conducted in both face-to-face and online knowledge structure of their own.
learning settings by using activities and Participatory learning and instruction is a
assignments such as exercises, homework, pedagogical approach aiming at
research and organizational analysis on administrative learning to participate in
information management. Bangkok- knowledge management with an emphasis
Thonburi University’s 90 graduate students on student-centered approach that enables
on Srisaket Campus were recruited with use learners to specify their content knowledge
of a method of simple sampling. The and research content as well as learner
research findings revealed that students had autonomy. Learners’ participation is
learning outcome at a good level and associated with content-based course
satisfaction of blended e-Learning activities description which specifically leads to
at the highest level. learners’ requirement for their learner
autonomy and research.
Keywords: e-Learning, blended learning,
online learning activity The Information and Innovation
Course is a major subject matter required
for graduate study. Instructors are therefore

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responsible to develop e-Learning systems 2) Research Objectives
on the Internet as a medium of teaching and 2.1) To develop e-Learning module for
learning in a graduate study level, which the Information and Innovative
needs availability where the Internet exists. Management Course by using blended
Students must be able to review their learning online activities for undergraduate
lessons outside the classroom. Blended e- students;
Learning activities are developed by 2.2) To examine the outcomes of
deploying samples and case studies on students employing blended e-Learning
information and innovation management activities in the Information and Innovative
online activities to supplement graduate Management Course; and
students on knowledge development. 2.3) To survey students’ satisfaction on
Students are also able to consult their e-Learning teaching approach by using
instructors online. The online system blended e-Learning activities.
enables students to analyze and synthesize
information and innovation management in 3) Scope of Study
various aspects of the content-based The population of this research was
activities.
all graduate students of Bangkok-Thonburi
The researchers being as graduate University, enrolled in the entire academic
instructors develop teaching and learning year of 2010.
methods for online lessons in accordance
with education management framework. The samples were graduate students
The online lessons are created based on of Bangkok-Thonburi University, taking the
learners’ requirement and participation. Information and Innovation Management
Students’ participation enables them to learn Course on Srisaket Campus in the academic
from their autonomy experiences in year of 2010. The total recruited students
information and innovation management as were 90.
well as the processes and methods of
learning case studies in modern learning Research Variables
processes. The University also benefits Independent variables were:
from these activities in establishing online 1. e-Learning of the
activities and learning for its prospective
graduate students. Information and Innovation
Management Course
2. blending e-Learning
approach
Dependent variables were:
1. learning outcomes

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2. five areas of satisfaction including The Office of the National
content and style, testing, visual aids
and language, letters and colors, and Education Commission (2005) is
lesson management.
responsible for all tertiary institutions
4) Pertinent Literature Review
E-Learning is defined as teaching throughout Thailand and has policy to

and learning techniques with use of promote the national education through the
electronic media that enhance learners
autonomy. It is obvious to see that web- Internet. Therefore, the Office decided to
based instruction and e-Learning have
played a vital role in teaching and learning organize a project known as Thailand Cyber
at tertiary levels. A large number of
universities overseas offer courses online University (TCU) to provide all citizens
through e-Learning, and so does Thailand.
from all professions with e-Learning
Trends in use of technology to
extend economy in the 21st century show an services through Inter-University Network:
increasing use of electronic communication,
especially on the Internet. Such increase UniNet). The purpose was to create more
manifests in all sectors particularly
schooling. More tertiary institutions are opportunity for all citizens to pursue their
offering teaching and learning online.
Many universities in other countries offer higher education, which would make
degree programs online as well. Each
program is called differently, for example, learning-based society. For TCU
distance education, education dissemination,
online education, web-based teaching preparation, the Office initially promoted
courses, or e-Learning (Lao and Gonzales,
2005). Despite these name differences, and encouraged state university lecturers to
there is no confusion of teaching and
learning through e-Learning system. In fact, produce online modules collaboratively so
it regards the issue of identity that each
institution wants to present its own that they could share their work during
uniqueness.
1997 and 2003. The modules of 128

courses were completed. By the budget of

fiscal year 2005, other 331 subjects were

expected to finish.

In addition, high quality e-

Courseware, especially foundations of

engineering courses, were produced by

Faculty of Engineering, Kasetsart

University. The purpose was to aid

teaching in a face-to-face or regular

classroom, get learners attention and help

learners to understand more of the course

content. In terms of learning management

system (LMS), the Office of the National

Education Commission hired the

Continuing Education, Center Chlalongkorn

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to develop computer system, which organization’s requirements. This argument
included content management system can be concluded that e-Learning suits adult
(CMS) and students management system learners whose maturity is full and it is
(SMS). All of these systems are actually e- good for tertiary students who are ready to
Learning. Moreover, other universities enter the real world rather than younger
have widely applied e-Learning to their learners like primary or secondary.
pedagogy.
5) Research Procedure
On one hand, educational The research team starts developing
institutions have increasingly added
teaching and learning in the form of e- the system by analyzing course content and
Learning. On the other, several state and e-Learning design. Data were then
private sectors have placed an emphasis on garnered from graduate students as follows:
applying electronic media to virtual
learning. The electronic media are tools that 1. Data were collected by means of
can reduce training costs as compared to the lecturers’ and students’ participatory process
old-fashioned style of sending off staff to or experimental study. The process began
training programs in remote areas or hiring with content analysis, scope of content
a quest speaker along with renting a training design, determination of objectives, and
room. The electronic media are low cost writing script and flowchart. This process
because they can be re-used many times and were monitored on LMS.
the organizers can control the training
content and assess trainees systematically. 2. After collaborative development of
e-Learning, the researchers gave Moodle e-
E-Learning is considered an Learning training program to students to
appropriate tool for educational enable them to study independently through
management at a tertiary level because e-Learning web: http:www.bkkthon.net.
learners are mature enough to be Students’ knowledge were also assessed
responsible for themselves and the learning using an achievement test.
and teaching program. In addition, learners
are adequately competent in use of 3. The researchers combined lecturing
information technology, handling with tools with blended e-Learning, which included
on the e-Learning system comfortably. exercises, homework, research and
Similar to use of e-Learning for training, organizational analysis of information
trainees must learn how to operate the management. Students were assigned to do
online system in accordance with the activities during all lecture sessions and
exchange their ideas through e-Learning
system.

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4. Undergraduate students spent half or 37 (41%) and over 50 comprise 13 (14%).
50 percent of their regular-class time The length of their work experience varied
studying the Information and Innovation as follows: 19 people (21%) less than 5
Management. They did 50 percent of years, 10 people (11%) between 5 and10
activities and additionally research years, 19 people (21%) between 11 and 15
according to each lesson to share with their years, 13 people (14%) between 16 and 20
classmates. years, and 22 people (24%) more than 25
years.
5. After students studied the content of
the Information and Innovation The findings of blended learning for
Management in each session, they would the Information and Innovation
need to take an achievement test. Then they Management Course through e-Learning
had to complete exercises online. After activities showed that the graduate students
finishing all exercises for all contents, of Bangkok-Thonburi University could
students were required to take the same achieve in their learning at a high or good
achievement test again. level or 84.59 %. Their learning outcome
through e-Learning activities averaged
6. Both lecturers and students first co- 42.83 % and 41.76 % for their learning
assessed quality of e-Learning. Then a from a regular class.
specialist was invited to assess the
developed e-Learning. The four assessment The overall satisfaction of the
criteria were adopted from Department of students with blended learning through e-
Academic Affairs. Learning was at the highest level ( x = 4.61).
However, when considering each criterion,
7. Lecturers and students co- they were highly satisfied with all of it:
summarized the process and procedure of e- content and style of blended learning
Learning activity development, adopted as through e-Learning activities ( x = 4.62);
teaching techniques. They also offered testing ( x = 4.67); visual aids and language
ways to improve and develop more
appropriately. ( x = 4.58); letters and colors ( x = 4.56); and
lesson management ( x = 4.63).
6) Findings participants’
The research 7) Discussion
The learning outcomes of blended e-
demographics were 30 males (33%), 60
Learning activities for the Information and
males (67%), totally 90 people. Their ages Innovation Management Course at
Bangkok-Thonburi University were good.
ranging between 30 and 39 comprise 22

people (24%), between 40 and 49 comprise

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Their learning outcomes from e-Learning 8) Conclusion
activities and a regular class were both The blended e-Learning
good. Most students agreed to organize
blended learning, which combined online management is an appropriate approach to
with regular class time because this teach tertiary students. The reason is that
approach would help reduce their problem they are experiential and mature enough to
of being absent from the classroom when study independently without learning face-
they could not make it to either one of to-face in the classroom alone. If lectures
those. Teaching materials from both manage to blend learning activities in a
textbooks and electronics as well as regular classroom with appropriation,
appropriate learning settings were of students can likewise learn at an appropriate
essence (Precel, Eshet-Alkalai, and level, by themselves and at virtual time.
Alberton, 2009). The analysis can imply Such independent learning characterizes
that the blended e-Learning module should undergraduate students who are not only
be developed into different activities, which learners but also academics.
help enhance students’ learning. This
implication is parallel with a study 9) Acknowledgement
conducted by Theprasan et al (2010) We would like to express our
synthesizing blended learning and teaching
with use of collaborative learning gratitude to Dr Warath Prueksakulanun who
techniques and resulting in better learning. is not only a specialist of the Office of
Strategy Management and Integration in
Managing blended e-Learning in the Education No. 4, the Office of the Permanent
research for four hours per week, two hours Secretary, Ministry of Education but also a co-
for face-to-face learning in a regular class adjunct lecturer of the Information and
and another two hours for online learning Innovation Management Course, Bangkok-
was seen to be a 50/50 combination. This Thonburi Univeristy, assisting us in system
included the course content equally divided and website http://www.bkkthon.net.
into a half between the fact-to-face and
online learning for two hours each. The 10) References
students’ overall satisfaction with the Clark, C.R. and Mayer, E.R. (2003)
blended learning model was the highest
because they were undergraduate students e-Learning and the Science of Instruction.
who could study independently apart from San Francisco: John Wiley and Son.
face-to-face learning in the classroom.
Cross, F. (2004). The Future of e-
Learning. On the Horizon. Volume12;
Number 4, 2004. pp.150-156

- Proceedings 185 -

E-learning, Ramkhamhaeng Salinan Theprasan, Montchai
Thienthong and Charan Sanrach. The
University (2007). Available at Synthesis of a Model of Blended Learning
Using Collaborative Learning Techniques
http://www.ram.edu/elearning/index.php with Scaffold System. The Journal of
KMUTNB., Vol. 20, No. 3, Sep. - Dec.
E-learning, Sukhothai Thammathirat 2010, pp. 610-619.

Open University (2007). Available at: Teo, C.B. and Gay, R.L. “A
Knowledge-Driven Model to Personalize E-
http://www.stou.ac.th/elearning/home/ Learning,” Journal of Educational
Resources in Computing, Vol. 6 , No.1,
Lao, T and Gonzales, C. (2005) March 2006. p 1-15.
“Understanding Online Learning Through
Thai Cyber University (2007).
a Qualitative Description of Professors Available at http://www.thaicyberu.go.th
and Students' Experiences,” Journal of

Technology and Teacher Education. 13(3),

2005 : p. 459-474.

Office of the Civil Service

Commission (2007). Available at:

http://www.ocsc.go.th/E-

learning/index.html

Office of the Higher Education

Commission (2005). Thai Cyber University.

Bangkok. Available at

http://www.thaicyberu.go.th/OfficialTCU/m

ain/main2.asp

Office of the National Research

Council of Thailand (2007). Online Lessons
on Research. Bangkok. Available at :

http://elearning.nrct.net/
Precel, K., Eshet-Alkalai, Y. and

Alberton, Y. (2009) Pedagogical and Design
Aspects of a Blended Learning Course.
International Review of Research in Open
and Distance Learning.Volume 10, Number
2, 2009.
p 1-15.

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The Development of Learning Management System
in Higher Education Level

Puvadon Buabangplu
Faculty of Social Technologies, Rajamangala University of Technology Tawan-ok,

Chanthaburi, Thailand

ABSTRACT 5. Assessment of user satisfaction, system
EasyLMS overall satisfaction with the
This research is aims 1) To develop system can be concluded that the system
Learning management systems for teaching EasyLMS to teaching and learning, Faculty
and learning through networking for Higher of Social Technologies, Rajamangala
education, 2) To study the learning University of Technology Tawan-ok
achievement of students with learning Chanthaburi Campus properly. It also can be
management systems and learning improved used in teaching and learning management
for this research. 3) To study the satisfaction system services through a network of other
of the students teachers and administrators to organizations as well.
network with the developed system. The
development of a system using expert Keywords
assessments and create online lessons. learning management systems, learning
Subject of Systems Analysis and Design and teaching. Evaluate the performance of
effective which they were then tried with the the system. Academic Achievement.
sample of Computer Information Systems
students, Society of Information Technology 1) INTRODUCTION
Rajamangala University of Technology
Tawan-ok of 30 were used to analyze data to Research on the use of teaching
compare achievement before and after the t- materials through the Internet was found
test dependent. that the performance of the media resulted
in a good way (Positive) on academic
Results of the research revealed as achievement, as results of the Yarbrough
followed: (Yarbrough.2002), which explores various
1.The development of a system of evaluating forms application to the Internet in
the suitability of EasyLMS according to teaching elementary school. It was found
the criteria of the expert opinion of the that the Internet can be used as a medium
average level was 0.91 in the appropriate for effective teaching and learning [1]
level. learning and teaching via the Internet as a
2. Assessment to determine the efficiency of form of learning, teaching is very
the system EasyLMS developed through interested in the field of education. All
evaluation of technical experts with Black education levels of the country constitute a
Box Testing Technique all 5 showed that the response to the National Education Act
outcome of the assessment of the overall 2542 to bring technology to developing
system performance at a high level. educational systems and opportunities to
3. Development of the subject of Systems spread education to the local far to be
Analysis and Design via EasyLMS equally as educational. Educational
developed. More efficient (E1/E2) 86/89 is development era of changing patterns of
the standard criteria. teaching and learning, The role of the
4. Comparison of academic achievement instructor to be changed from the original.
before and after learning was found that Classroom is not just a rectangular room
the learning achievement of students with a limited framework, Enables learners
before and after school difference is to gain knowledge and information to keep
statistically significant at the .01 level.

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pace world. care links of technical cooperation and
research between the University of ICT
Rajamangala University of personnel.
The objectives of this research are as
Technology Tawan-ok Education, follows.

professional leadership. Quality manpower 1) To develop Learning management
system for teaching and learning through
to international standards based on science networking of higher education.

and technology to increase capabilities to the 2) To study the learning achievement
of students taught by the developed system.
competitive economic development and
3) To study the satisfaction of the
quality of life, social mission of the students teachers and administrators,
network On the developed system.
University Information Technology The scope of this research study as follows.

Rajamangala University of Technology 1. To study the material relating to
the Learning management system of
Tawan-ok "To support and promote the teaching and learning through networking
of higher education.
development of information systems in the
2. Population and sample of the
teaching and learning, management and research is divided into two stages.

administration by using information and 2.1 Process analysis system
designed by the Educational Technology
communication technology and training for Specialist 3 people and 3 people of IT
various aspects of learning”, and because professionals from higher education
organizations on campus using purposive
government policy on ICT to support people sampling (Purposive Sampling).

with learning opportunities through 2.2 Test procedures, installation
and evaluation system Lecturer in
Networks and information sources has Computer Information Systems and
computer science. Choose a particular
increased. Development of social and (Purposive Sampling) 3 students, in
computer information systems who
economic principles to the management of enrolled subjects Analysis and design in
the first semester academic year 2553 of 30
ICT allows access to a good knowledge base students, and 3 people of network
administrators, academic Resource Center
more . The Government has targeted the Rajamangala University of Technology
Tawan-ok using purposive sampling
development of management in the form of (Purposive Sampling).

e-Government. Developed system is a Web application
development with PHP and Java as the
Therefore encourage the main operating system Linux and My SQL
database accessible via the network.
development of ICT in areas such as
2) PAPER INSTRUCTIONS
systems to support the MIS system, e-
Components of the system can be
Learning e-Procurement system, etc. The described in detail EasyLMS three parts as
follows.
University has the opportunity to develop

the ICT systems of the university's

information associated with the

government and Development Cooperation

Information Network aims higher. Create

collaboration and education network. As

well as the format of study e-Learning

(collaboration learning) and the goal,

supporting infrastructure, Infrastructure of

ICT in higher education institutions.

In both the private and adequate

and appropriate encourage networking

between higher education institutions

focusing on the signal to data

communication. For exchange and

cooperation sufficiently Data Center for

Educational, Courseware collection centers

as well as other digital data. Create a

standard link exchange information in a

systematic and effective and Coordination

as (Virtual Organization). To coordinate

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2.1) Information Management System Cycle: SDLC) as a guide in the design and
of member. development, with the following steps.
2.1.1 Registration system's end users, to 1. Steps to Feasibility Study were
change the level and access. Determined by three factors, namely the
2.1.2 Approve the registration system to technical feasibility, Possible operational
use. (Admin). and economic feasibility, as well as to
2.1.3 System, application or enrollment study the composition and the ability to
verification each course. work (Features) of management education
2.1.4 System and cancel the approval to through the existing network. Study the
students enrolled in each course. (For development of components and the ability
teachers). of the management system of teaching and
2.1.5 Information recording members learning through networking.
system. 2. Step analysis researchers analyzed the old
2.1.6 Edit Information of members Systems system and synthesis of model management
2.1.7 System of remove members. systems, learning (LMS) from the literature
2.2) The teaching and learning. and research related to that system of
2.2.1 Management lesson management education format Free Software
 System on / off courses and settings and OpenSource Software application
software are available from many source. It
the course as well as permission to consists of sources of further development in
attend. order to function as needed.
 To add lesson content Courseware, 3. Design phase, the process were
Media File, pdf, etc.. following system (System Design) suitable
2.2.2 System test and evaluation. for operational environments, economics
 Create a test system. and technical organizations. Lesson Design
 Assessment System tests and scoring. (Courseware Design) suitable for learning
2.2.3 Promotion of study system (activity). via the process of research and development
 System of the homework and by providing a powerful lesson to be
delivered. effective in accordance with E1/E2 in the
 Webboard system. development of collaborative research with
2.2.4 Information Management. experts to determine the content learning
 Add, delete, file management systems objectives. The content of tests and activities
(For teachers). were design of learning environments on the
 Add, delete, file management systems network (Environment Design) management
(Admin). communication of students and instructors.
2.3) Monitoring and reporting system. The user's access of students and instructors
 Shows the number of subjects. were Testing via the students, environment
 Shows the number of members. for use of students and instructors in the
 Access to display statistics. design and evaluation (Evaluation Design).
4. Steps for development.
In this study the development of 4.1 Hardware development by providing the
management education through the server (Server) of a machine equipped with a
network of higher education. In the name wired network. Wireless and deployed by
of EasyLMS (http://EasyLMS.org) to use Faculty of Social Technology Rajamangala
of Faculty of Social Technology in University of Technology Tawan-ok in the
Rajamangala University of Technology first semester of the academic year 2553 to
Tawan-ok Based on the three components test and modify the system in good condition
of the above so that the system can support are available at all times.
teaching and learning through the network. 4.2 Software development is divided into two
parts: the operating system is Linux and the
Steps for Research. This study used
Cycle system (Systems Development Life

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Software Developer Tool used for Learning Management System
development is in PHP and primarily using (LMS: Learning Management System)
Java Database My SQL. which acts like a center of learning since
5.Steps to install Implemented system. students began enrolling. The course will
Installed to the server (Server) of the Board of be provided Lessons appropriate for
Faculty of Social Technology Rajamangala learners and deliver lesson content to
University of Technology Tawan-ok learners. The system will monitor and
Chanthaburi Campus Preparation for use of evaluate progress notes as well as reports
the training system used for personnel-related from learning began enrolling students
systems. until graduation. In addition, another
6. Steps evaluation by introducing improved. important element, one of e-Learning
To deployment by using the satisfaction of content of the lesson is that LMS is not
the students, teachers and administrators, managed in terms of the tools used to
network and studied the achievement. create media content for teaching and
learning. Sujaree Changcharat.(2002).
3) REFERENCES AND APPENDICES
3.2) Appendices
3.1) References
Your appendix section should be appeared
Distance learning using electronic media via directly after the Reference section, and
World Wide Web that students and teachers should be given an informative title in this
as a channel of communication between format: Appendix A: Title of Appendix A.
students can access many resources existing
around the world without limitations. REFERENCES
Students can do activities or practice various
online using tools that help facilitate the Yarbrough, Kathleen Ann. (2002). The
World Wide Web that teaching online is Relationship of School Design to
currently is being very popular now because Academic Achievement of
there is no limit on distance, time and place Elementary School Children.
also to respond to potential and abilities of Georgia: University of Georgia.
students as well. Concept of e-Learning Retrieved from Dissertation
system is a form that occurs in response to Abstracts International. ACC. No.
the characteristics of distance learning AA10802849.
(Distance Learning) is to reduce the cost of
education. The students should study the Paitoon Sefa (2001) A development of
contents of e-Learning courseware, which instructional system design through
means learning to teach the computer that internet for schoolnet Thailand.
was designed and developed effectively. Doctor of Education Degree in
For use in presenting content knowledge, Educational Technology Bangkok :
the content of e-Learning Courseware is The Graduate School
divided into lessons. Each lesson will be Srinakharinwirot University
the concept and purpose of education. The
presentation of content teaching and Thanomporn Laohajaratsang (2003). Next-
learning activities related resources Generation Learning Management
(Resources) on self-study and then. System. Chiang Mai University.
Students have an obligation to debate and Online Available:
discussions for many problems, as well as http://thanompo.edu.cmu.ac.th/jour
with friends, classmates online. Then they nal2.html
are tested to assess the knowledge that
students in any class. Paitoon Sefa (2001) Sujaree Changcharat.(2002). LMS
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- Proceedings 190 -

King Mongkut's Institute of
Technology Ladkrabang
Monchai Tiantong(2006). Development of
Learning Management System
Online (K-LMS). Open Access
Journal Information Technology.
Bangkok. King Mongkut's
University of Technology North
Bangkok

- Proceedings 191 -

The Development of a Learning Model through the Royal Thai Air
Force Wide Area Network Using the Constructionism
for Aircraft Mechanics.

A. Surin Cortong1, Ed.D. and Saroch Sopeerak2, Ed.D.
Lecturer1, Associate Professor2

1Department of Technology and Educational Communication. Phranakhon
Rajabhat University, Bangkok, Thailand 10220.
([email protected])

2Department of Educational Technology, Faculty of Education,
Kasetsart University, Bangkok, Thailand 10090.
([email protected])

Abstract 90.66 which follows the criteria. It was
The purposes of this research were: 1) To found that the post-test scores of
construct the Web-based Learning model experimental group were higher than the
using the constructionism approach for post-test scores traditional group at .05
aircraft mechanics of 601 squadron, Wing level of significance. The learner of
6, Royal Thai Air Force. 2) To find out the experimental group satisfaction toward the
efficiency of learning model.3) To constructed Web-based learning model
compare the learning achievement posttest was at “high” level.
scores between traditional group and
experimental group. And 4) To study Keywords.
satisfaction toward the web–based learning 1.Learning Model through RTAF. Wide
model that was constructed by the Area Network (WAN).
researcher. 2.Constructionism 3. Internet network
There were 3 groups of populations. The
first group consisted of 34 administrators Statement of Problems
on aeronautical engineering field, were 1.Aircraft Mechanics are not accustomed
selected by the purposive sampling to using English text books, so they need
technique. The second groups were 102 of translation into Thai.
teachers in aeronautical engineering field
of aircraft Wing installation that were 2. Aircraft Mechanics need to learn more
selected by the purposive sampling new technology instruction because of the
technique. The third groups were 60 of inadequacy of the previous instruction
aircraft mechanics that divided into using by transparency sheets. So RTAF.
traditional group and experimental group Personnel need to adapt themselves for
all those were used for the target developing and administrating so as to
population. Data were analyzed by using modernize in line with the forces of
mean, standard deviation, and independent globalization.
samples t-test. 3.The RTAF. Strategy plan chapter 7
Results of the research were shown as recommended development administration
follows : of the Web-based learning model and management systems and development
using by the constructionism approach personal of RTAF.To improve efficiency
should be included of 8 phases : 1) and effectiveness on their job, and also to
preparation, 2) studying 3) data collection enhance the basic knowledge for every
4) discussion 5) implementation 6) revision specific job.
7) evaluation 8) presentation and
knowledge distribution. The efficiency of
Web-based learning model using the
constructionism approach was 89.26 /