Development of Blended E-Learning Model Using Online Interactive

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Research Objectives constructionism theory of Thai and
international researches documents.
1.To construct the learning model for 1.2 Need analysis providing of educational
RTAF. Aircraft mechanics learning system desired on aeronautical
engineering field of wing 6 RTAF. The
2.To investigate the learning model populations consisted of 40 RTAF. aircraft
efficiency. maintenance officers who performed the
3.To compare the learning achievement of job duty on the year 2010 and then made a
aircraft mechanics using e-learning purposive sampling selection to be 34
through RTAF.WAN and the traditional officers for appropriated number of actual
method. the job duty. Data collection by
4.To study of aircraft mechanics questionnaires of rating scales.
satisfaction on the learning model. 1.3. The studied of learning factors and
roles of instructors toward the new
Scope of Study learning model on web networking, the
populations for consisted of 157 RTAF.
1. Population: Aircraft maintenance officers and non-
1.140 aeronautical engineering officers who performed the job duty on the
year 2010 and then made a purposive
administrators sampling selection to be 102 officers for
1.2 157 aircraft maintenance instructors appropriated number of actual the job duty
1.3 60 aircraft mechanics in teaching the aircraft system. Data
collection by questionnaires rating scales.
2. Variables:
2.1 An independent variable was method The learning model through
constructionism of RTAF. WAN providing
of learning with an e-learning model process; The rating scales questionnaires
through the RTAF.WAN. for aircraft maintenance administrator. And
aircraft maintenance instructors for the
2.2 Dependent variables were learning learning model requirement. Fundamental
achievement of aircraft mechanics and the data of constructionism theory, analysis
satisfaction of aircraft mechanics on the and then synthesis data on constructionism
e-learning model. theory of web and non-web principles
3.Concept of Study: illustrated as block diagram as follows:

3.1 To determine opinions about and
trends of new technology for e-learning
model management and structuring.

3.2 The role of instructors and
administrators in aircraft maintenance
management.

3.3 The satisfaction of aircraft mechanics
with e-learning.

3.4 The results of learning achievement
of aircraft mechanics by e-learning through
RTAF.WAN and the traditional method.

3 Phases of Research Methodology
Phase 1 Analysis and synthesis data for
learning model design:
1.1 Reviewed documents data on the
constructionism theory, Web-based
learning model through Learning
Management System: LMS, including
interviewed program website designer and
also analysis and then synthesis data on

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Step 1 Docu Docume Document Analysis, The research step 2
ment nt review review on synthesis, Design & development the learning model
Need review on Web- question document through RTAF WAN consist of;
analysis, constructi review on 1.Web-Based Instruction
on base researches URL:http://www.cte108.net through
syn Constr Instructio on for documents RTAF.WAN.
thesis, learning 2.The learning model assessment form by
docu uc n, the educational technology field experts;
ment
review tionism Interview model 2.1. Authentic Assessment and Rubric
scores
theory Program through
2.2. e-Portfolio
1. Analysis, sydnethsiegsniserthe quesntieotnwnoarikre construction 3.Learning achievement pretest & posttest.
4. The questionnaire for aircraft
for learning model maintenance administrator and instructors.
5. Assessment the satisfaction of the
through RTAF WAN. learners on the WBI. through RTAF.WAN.
2. Analysis the data of Constructionism theory for

Web-based Instruction 13 steps.
3.Synthesis the data of Constructionism theory for

Web-based Instruction to be

6 steps for appropriation as SURINE Model.
4.The experts inspected and revised follow by

recommendation

Step 2 Design & Development, Effectiveness test The research step 3, treatment for
Design& 1. Design & Development the questionnaires for assumption approving
Develop Proceeding treatment to the sample to
aircraft maintenance administrator on the learning approve the assumption:
ment,
Effective model through RTAF.WAN. Pretest Treatment Posttest
ness test 2. Design & Development the questionnaires for

aircraft maintenance instructors on learning model Tc X1 Oc
3. Design & Development the pretest and posttest

on C-130H aircraft sys.

4.Design & Development the satisfaction

questionnaires for the learners.
5.The experts inspected and then adjusted, revised.

6. Effectiveness test as of effectiveness index.

Te X2 Oe

Step 3 1. Apply treatment the learning model to the learners Tc Mean Pretest of the control
Impleme groups.
ntation, (Aircraft mechanics) and approving the assumption.
Evalua 2. Find out learning achievement and effectiveness of Te Mean Pretest of the experimental
groups.
tion learning model by using pretest, formative test and
posttest, including authentic assessment, Rubric X1 Mean Treatment of the control
scores and portfolio. groups.
3.Assessment the satisfaction of the learners onWBI.
5. Assessment the satisfaction of the instructors on X2 Mean Treatment of the
experimental groups.
WBI.
Oe Mean Posttest of the control
Figure 1 Research frame work groups.

The tools for step 1 Oc Mean Posttest of the experimental
groups.
1.The questionnaire construction for The conclusion of research step 1
1. To obtain the taught, principles to
learning model through RTAF.WAN. construction the draft of WBI. learning
2. Analysis the data of Constructionism model through the constructionism theory
and design the WBI.learning activities,
theory for WBI 13 steps. learning system and the evaluation.
3.Synthesis the data of Constructionism The result of research step 2
2.1 The result of the supporting and
theory for WBI to be 6 steps for appropriated of the development procedure

appropriation as SURINE Model.
4.The experts inspected and adjusted and

revised following by their recommendation.

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process factors on step one proceed to be 5. KNOWLEDGE CONSTRUCTION
SURINE Model as following: & DISTRIBUTION consist of
cooperating development, learning from
1111 1Strategies1111 out sources, product, modify, engage in
1.Introduction authentic real world task, discussion,
2.Identify the problem sharing Learning, Collaborating on
3.Define expectation construction, distribution and learner
4.Pre-workshop collaboration.
5.Situation 6. EVALUATION consist of define
purpose for activity & utility of
1 Utilities1 100 assessment, to assess student learning,
authentic assessment, rubric scores,
. Proceeding to resolving e-Portfolio, reflection and follow up
appropriated.
2. Using on Computer 2.2 The result of analysis factors of
SURINE Model change to be the activities
Network of learning system as follows:

3 . Implementation and

Co-reporting

4. Sharing the techniques

5. Formulate a few 00(k)Nnowledge000
Recommendation Construction
& Distribution
6. To solve dissonance

1. Cooperating Royal Thai Air Force -
Wide Area Network
Development Introduction
-Objectives
11 Resources1 1111Interaction1 1 2. Learning from
1.Prep-aSrcope of
1. Searching Resources 1. Online Interaction out sources ationcontent

2. Resolving Method 2 . Discussion 3 . Product, Modify,

3. Data Collection 3. Mediate the elegance engagement in

4. Useful Software, relevance authentic real world 2.Disco
very
Learn Square 3 task 8.Presenta
tion
4. Discussion
0 Evaluation 00 5. Sharing Learning
1. Define purpose for 6. Collaborating on
activity & utility of Construction
assessment -P 7.Evalua 3.Data
7.Distribution -P tion WBI Learning Collectio
2. To assess student 8.Learner collaboration Model ideas.
learning, authentic P 6.Revisio n
- n
assessment, Rubric scores, Pro 4.Discuss
duc ion
e-Portfolio t

3. Reflection

4. Follow up appropriated

Figure 2 SURIN Model 5.Impleme Searc
ntation hing

1 Strategies consist of Introduction, Revis Construct Expe
e ion rime
Identify the problem, Define expectation,
Making nt
Pre-workshop and situation.
2. UTILITIES, consist of Proceeding to Idea
Prod
resolving, Using on Computer Network,
uct
Implementation and Co-reporting, Sharing
Figure 3 SURIN Model activities.
the techniques, Formulate a few
The activities of SURINE Model 8
Recommendation, and to solve dissonance
3. RESOURCES, consist of Searching phases detailed as follows:
1 Preparation; The instructor advices
Resources, Resolving Method, Data
classroom, lessons to learn and all tools to
Collection and Useful Software, Learn
learn and practices.
Square V.3 2 Studying (Discovery); Discover to
4. INTERACTION, consist of Online
the lesson resolving by the constructionism
Interaction, Discussion and Mediate the
theory.
elegance relevance.

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3 Data collection; to collect to the and posttest questionnaires and obtained
results of knowledge construction from E1 / E2 as 89.22 / 90.66 and also revised all
discovery activities. the feedback to improve the system
learning model.
4 Discussion and brainstorming; to plan
the job construction and production. Table 1 illustrated the analysis learning

5 Implementation; to action on planning achievement of experimental and control
jobs by searching, experimental, product
and revision. groups on the pretest treatment.

6 Revision; to review all the jobs are independent
made as the production.
At the table 1 illustrated the learning
7 Evaluation; to assess the jobs,
formative test, posttest, to correct the achievement scores of the experimental
feedback and report the production.
and control groups on the pretest treatment
8.Presentation; to present all the jobs
are made, sharing and distribution to the of thirty real sample. Found that the
others unit by coordination and
collaboration of learning model on control groups received the average scores
constructionism to the RTAF. WAN. were 38.33, SD. at 5.59, and the
2.3 The result of analysis factors of
SURINE Model for effectiveness test and experimental groups received the average
change to be the activities of learning scores were 37.90, SD. at 6.22, the “t”
system as following: index was .28, the “p” index was 0.78 that

2.3.1 Step 1 of the test by the three of Learning X SD. t p
aircraft mechanics for effectiveness test on
the learning system model and assessment achievement
by direct question, observing, interview
also revised all the feedback to improve the Experimental 47.50 0.97 6.64 .000**
system learning model. groups 42.77 3.89
2.3.2 Step 2 of the test by the nine of Control
aircraft mechanics for quality and groups
effectiveness test on the learning system
model for appropriation with the research greater than .05 of assumption index,
objectives by performing of treatment on That’s mean the pretest scores of the
learning model through the aircraft systems control and experimental groups are
subject and performed pretest and posttest differential significance.
questionnaires and obtained E1 / E2 as
76.20 / 81.78 and also revised all the Table 2 illustrated the analysis learning
feedback to improve the system learning achievement of experimental and control
model. groups on the posttest.
2.3.3 Step 3 of the test by the thirty of ** level of significance at .05
aircraft mechanics for quality and on the At the table 2 illustrated the learning
learning system model for appropriation achievement scores of the experimental
with the research objectives by performing and control groups on the posttest
of treatment on learning model through the treatment of thirty real sample. Found that
aircraft systems subject and took pretest the control groups received the average
scores were 42.77, SD. at 3.89, and the
Learning X SD. t p experimental groups received the average
achievement scores were 47.50, SD. at, 0.97 the “t”
index were 6.64, the “p” index was .000
that lesser than .05 of assumption index,
That’s mean the posttest scores of the
experimental groups higher than the scores
of control group or traditional group at.05
level of significance.

Experimental 38.33 5.59 0.28 0.78

groups 37.90 6.22

Control groups

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3.2 The result of assessment the 1.2 The experts evaluated the
satisfaction of the learners on the web- recommendation of SURINE Model
based instruction as follows: consist of 8 phases at the high level, the
mean were 4.25 and SD. at 0.70 theirs
The table 3 illustrated assessment the were:1)Preparation, 2) Discovery, 3) Data
satisfaction of the thirty learners. collection, 4) Discussion,
5 )implementation, 6) Review,
questionnaire X SD. The 7) Evaluation 8) Presentation.
1.3 SURINE learning model through
listing of level of RTAF WAN on the constructionism
provided the effectiveness index at the
satisfaction satisfacti 89.26 / 90.66.
2. The learning achievement comparison
on on the posttest between the experimental
and the control groups higher than the
1.The SURINE 4.11 0.43 High scores of control group or traditional group
at.05 level of significance as of
model for LMS assumption.
2.Media for 3. The satisfaction behavior of the learners’
experimental group on the WBI. obtained
learning activities 4.89 0.49 Highest the total mean were 4.51 and SD. at 0.48 at
3.The usefulness 4.33 0.54 High the high level.

of learning on References
Kamonphorn Bandityanont. 1997. The
WBI.
theory and practical for education reform
Total 4.51 0.48 High of Matthayomsuksa teacher, Bangkok,
Education faculty, Chulalongkorn
At the table 3 illustrated the satisfaction University.
behavior of the learners on the web-based
instruction, on the Media for the SURINE Kidanan Malithonf. 1997. Educational
learning model activities obtained the Technology and Innovation.
mean were 4.89 and SD. at 0.49 at the Chulalongkorn University printing,
highest level of satisfaction, the usefulness Bangkok 10200.
of learning on WBI. of the mean 4.33, SD.
at 0.54, at the high level of satisfaction, Kriangsak Chareonwongsak. 2005. The
and the SURINE model for learning learning through electronics media
management obtained the mean were 4.11, (e-Learning) Bangkok.
SD. at 0.43 at the high level of _______.2002. The Designing and
satisfaction respectively. Development Teaching system. Bangkok,
Copies.
The total summary of the research;
1. The learning model construction through Royal Thai Air Force.1999. Logistics
RTAF WAN on the constructionism were Management Information System: LMIS
the research and development education
consist of 3 steps as following: LMIS 46-48. RTAF news printing.

1.1 The process of learning model
construction (designs and developments)
through RTAF WAN on the
constructionism of SURINE Model 6
phases, theirs were:1.Strategies 2.Utilities
3 .Resources 4 .Interactive, 5 . Knowledge
Construction & Distribution)
6. Evaluation. The experts provided the
recommendation supporting to the process
at the high level were 4.51 and SD.at 0.48.

- Proceedings 197 -

Developing Science Teachers’ Understanding Nature of Science through
New York Time’s Scientist at Work Science Blogs

P. Pongsophon
1Division of Science Education, Department of Education,

Kasetsart University, Bangkok, Thailand

([email protected])

ABSTRACT indicated that the blog activity could
develop the majority of the teachers’
Understanding nature of science is a understanding of nature of science in
characteristic of scientifically literate aspects of scientific knowledge, scientific
person and is an expected competence of inquiry and scientific enterprise. Most
all science teachers. This study aims to of randomly selected teachers (N=10) for
develop in-service science teachers’ post instruction, in-depth interviews
understanding of Nature of Science liked this activity and would use it to
using Scientist at Work, a compilation of teach Nature of Science in supplement to
science blogs individually written by in-class science lessons in the future.
practicing scientists from diverse fields Reading and writing responses to high
of natural science, created and quality scientific field notes in form of
maintained by New York Times. The science blogs in combination of personal
participating teachers (N=22) were and social critical reflection on Nature of
pursuing M.Ed. (Science Education) at Science is an effective way to articulate
Kasetsart University and enrolled the true meaning of science.
Nature of Science course taught by the
author. This course required them to Keywords
read the blog, “talk” with the scientist Nature of Science, Science Blogs, Science
and other peers worldwide over a period Teachers, Scientific Field Notes
of two months in regard to the daily
progress of scientific expeditions and on 1) INTRODUCTION
separated report, reflected upon their
understanding of what science was and In the current Thai Science
how it worked in context. They worked Curriculum Framework (MOE, 2001,
in a group of three to four and were free revised 2008), Nature of Science (NOS) is
to select their favorite scientist. After one of the eight learning strands that must
the online activity, each group be thought in school science in an
introduced their blog and their integrated way. Science teachers must
understanding of Nature of Science as a teach it along with any science content
result of their blog experience to the from grade 1 to 12. Teaching nature of
class. Different aspects of Nature of science, without doubt, is new challenge
Science were conceptualized at the end and stress to many Thai science teachers.
of each presentation through whole class There had never been such learning
discussion, facilitated by the instructor, outcome and requirement in the former
in an explicit/reflective manner. To science curriculums nor the term nature of
examine the effect of this activity on the science itself. The former curriculums did
teachers’ understanding of Nature of mention scientific method and suggested
Science, Lederman et al.’s View of teachers to teach science imitating how
Nature of Science Questionnaire (Form science is actually done; widely know
C) were distributed to the teachers inquiry-based approach but nowhere
before and after the course. The results mentioned the other aspects of science;

- Proceedings 198 -

nature of scientific knowledge and in-service teachers. The blog activity lasted
scientific enterprise, that comprise NOS. In for 6 weeks followed by designing a lesson
addition, it had no further explanation with to teach NOS and microteaching sessions
examples on the suggestion to teach NOS which is out of interest of this report.
in explicit manner. Common
misconception about nature of science The students worked in a group of four,
were clouded in national textbooks and selected the blogs written by their favorite
teacher manuals including a classical one scientists from different fields of science
like; there is an universal/single route to including zoology, biogeography, geology,
scientific discovery, experimentation. ecology etc. The blog came in various
Unsurprisingly, Thai science teachers’ volumes depending on the expedition that
understanding about nature of science is could last for several weeks to a year. They
inconsistent with the consensus view of were assigned to read and on separate sheet
nature of science held the community of write a summary and reflect the meaning
practicing scientists and science educators of science behind the adventurous story.
and many teach science but not “about They were encouraged to talk to the
science” in their lesson or went even worse scientists as well as “friends” from
misled it. different corners of the world. The
conversation can be prompted by questions
With the concern that science teachers’ and comments regarding the investigation
understanding of the NOS less or more and the nature of science. The students
influences their actions in classrooms, the were required to hand in the print out of
author tackled this problem the way he this online dialogue and give an oral
could by designing a learning experience presentation of the selected blog and their
driven a web 2.0 technology, a blog called learning to the class at the end.
“Scientists at Work” by New York Time in
which learning material; fresh, exciting The participants’ NOS understanding were
and authentic expeditions from the fields assessed in a pre/post format using the
written and posted regularly the practicing Views of Nature of Science questionnaire,
scientists were presented, followed by [VNOS-C] and interviews. This instrument
though provoking questions and comments measured the understanding of NOS on the
related to NOS in the text or by viewers categories with each has different aspects;
that could be anywhere in the world; Nature of Scientific Knowledge
recorded later used by the author for open (Tentativeness and Laws and theories),
and deep discussion in-class about NOS. Scientific Inquiry (Empirical Basis,
Observation and inference, Subjectivity,
2) RESEARCH PURPOSE Creativity) and Scientific Enterprise
(Sociocultural Embeddedness). Student’s
To examine the effect of “Scientist at written responses from VNOS-C were
Work” Science Blogs on science teachers’ thoroughly read and compared with the
understanding of Nature of Science consensus views of NOS.

3) METHODOLOGY 4) RESULTS

The author uses an action research as the Some aspects of NOS are not easy to
research design for this project. He taught demonstrate in the expeditions. These
Nature of Science, a 15-week compulsory include: the tentativeness and the durability
course of M.Ed. in Science Education at of scientific knowledge; and the distinction
Kasetsart University. His students were all between a theory and a law in science. This
finding is in accordance with that of Bell,

- Proceedings 199 -

Blair, Crawford and Lederman (2003) in Science Courses on Students'
that the scientific investigation either in Views of Nature of Science.
natural setting or laboratory may not Journal of Research in Science
provide an opportunity or/and significant Teaching, 37(10), 1057-1095.
time for the readers to explore and interact Abd-El-Khalick, F., Lederman, N.G., Bell,
with these aspects. R.L., & Schwartz, R.S. (2001).
Views of nature of science
However, most aspects of NOS in the questionnaire (VNOS): Toward
categories of scientific inquiry and valid and meaningful assessment of
scientific enterprise are obviously learners' conceptions of nature of
promoted. It was evident that the teachers science. Paper presented at the
tasted the messiness and the complexity of Annual International Conference of
scientific investigation from reading the the Association for the Education
expeditions. The process and the culture of of Teachers in Science
science were portrayed. The blog brings (AETS),Costa Mesa, Ca.
them close as if they engage in the Bell, R.L., Blair, L.M., Crawford, B.A., &
discovery by themselves in an entertaining Lederman, N.G. (2003). Just do it?
and educational way. The blog shares Impact of a science apprenticeship
thoughts and expertise and provided program on high school students’
scaffolding, modeling and coaching in understandings of the nature of
proximity to the teachers. Noted in their science and scientific inquiry.
reflective journals, reading and writing Journal of Research in Science
comments on the blog were impressive and Teaching, 40, 487–509.
enjoyable. By the end of the blog activity, Billett, S. (1994). Situating learning in the
they have developed the appreciation of workplace: Having another look at
science and in turn positive attitudes apprenticeships. Industrial and
towards science and science professional. Commercial Training, 26(11), 9-16.
Eames, C., 2003. Learning to Work:
5) SUGGESTIONS Becoming a Research Scientist
through Work Experience
Based on the findings, the suggestions for Placements. Asia-Pacific
designing an effective authentic science Journal of Cooperative Education,
learning experience to promote the 4(2), 7-15
consensus views of NOS are made. An Lave, J., & Wenger, E. (1991). Situated
explicit inquiry-based pedagogical learning: Legitimate peripheral
approach to teaching NOS should be participation. Cambridge, England:
employed in the blog activity. The blog Cambridge University Press.
should not be too short so the teachers Lederman, N. G. (1992). Students' and
could take time to comprehend, familiarize, teachers' conceptions of the nature
adjust and become a part of the culture. of science: A review of the research.
The explicit approach could have occurred Journal of Research in Science
in the seminar that follows blogging in Teaching, 29(4), 331-359.
which the instructor pointed out and McComas, W. F. (1998). The principal
discussed the aspects of NOS regarding elements of the nature of science:
teacher’s reflection. Dispelling the myths. In W. F.
McComas (Ed.), The nature of
REFERENCES science in science education:
Rationales and strategies.
Abd-El-Khalick, F., & Lederman, N. G. Netherlands: Kluwer Academic
(2000). The Influence of History of Publishers.

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McComas, W. F., Almazroa, H., & Clough,

M. P. (1998). The Nature of

Science in Science Education: An

Introduction. Science and

Education, 7(6), 511-532.

Miles, MB. & Huberman, AM. (1994).

Qualitative Data Analysis (2nd

edition). Thousand Oaks, CA: Sage

Publications.

Ministry of Education. (2001). Basic

Education Curriculum B.E. 2544

(2001). Bangkok: The Printing

House of Express Transportation

Organization of Thailand.

Sadler, T. D., Burgin, S., McKinney, L., &

Ponjuan, L. (2010). Learning

Science through Research

Apprenticeships: A Critical Review

of the Literature. Journal of

Research in Science Teaching,

47(3), 235-256.

Schwartz, R.S., Lederman, N.G., &

Crawford, B.A. (2004). Developing

views of nature of science in an

authentic context: An explicit

approach to bridging the gap

between nature of science and

scientific inquiry. Science

Education, 88(4), 610–645.

Vygotsky, L.S. (1978). Mind in society.

Cambridge, MA: Harvard

University Press.

Wertsch, J.V., del Rio, P., & Alvarez, A.

(1995). Sociocultural studies:

History, action and mediation. In,

J.V.

Wertsch, P. del Rio & A. Alvarez (Eds.),

Sociocultural studies of mind (pp.

1-36). Cambridge, England:

Cambridge University Press.

- Proceedings 201 -

Flexible Learning Materials in e-Learning

L. F. Taa
Instructional Design and Materials Development Unit, SEAMEO INNOTECH,

Quezon City, Philippines
([email protected])

The Southeast Asian Ministers of undergo instructional and curriculum
Education Organization Regional Center leadership training without having to leave
for Educational Innovation and their workplaces. This is made possible by
Technology (SEAMEO INNOTECH) is enrolling in SEAMEO INNOTECH’s
primarily concerned with developing LEARNTECH eXCELS suite of online
innovative and technology-based solutions courses. LEARNTECH eXCELS stands
to address identified educational for Learning Innovation & Technology
challenges commonly encountered by Excellence in School Leadership for
Southeast Asian countries. These solutions Southeast Asia. Online courses are
come in the form of training and human conducted through synchronous online
resource development, research and chat sessions and asynchronous forum
evaluation, and other special programs discussions. The discussion topics
addressing specific areas of concern in the primarily come from the flexible learning
Southeast Asian educational scenario. materials developed under the guidance of
content experts and instructional designers.
FLEXIBLE LEARNING MATERIALS These instructional materials provide self-
assessment activities before, during, and
Flexible learning materials play a crucial after studying the material. They also give
detailed feedback that reinforces the
role in the success of SEAMEO learning process.
INNOTECH’s online courses for school
WHAT LEARNERS SAY ABOUT
principals and managers. These SEAMEO INNOTECH’S
INSTRUCTIONAL MATERIALS
instructional materials enable the learners
In external and internal evaluations
to acquire the targeted competencies by conducted on the effectiveness of the
LEARNTECH eXCELS courses, a portion
engaging them in interesting and of the instruments focused on the flexible
learning materials. Over-all results
appropriate activities that support and showed that the respondent school leaders
rated the instructional materials as very
strengthen the learning process. useful and effective (Mean= 3.78, Very
effective).
Flexible learning materials are
instructional materials in print, digital, and
web-based modalities that serve to increase
the students’ control over when, where,
how, and at what pace they learn, thus
promoting learner autonomy and
empowerment.

Using such flexible learning materials, the For the qualitative part, comments may be
Southeast Asian Ministers of Education summarized as follows:
Organization Regional Center for
Educational Innovation and Technology  The primary strength of the flexible
(SEAMEO INNOTECH) has enabled over learning materials is the richness of
3,000 principals and school managers from the content in terms of school
the Philippines, Thailand, and other leadership.
Southeast Asian countries since 2006 to

- Proceedings 202 -

 The instructional materials enable 3. Abstraction: Describes the
the learners to understand the generalization that will/can be
various theories on school derived from the Activity and
leadership and management Analysis. In this portion, theory
input(s), lecturettes, or other
 Providing hardcopies of the activities may be included to
instructional materials was an explain or recapitulate the various
excellent move, especially for concepts covered in the learning
learners who don't have laptops or episode.
other mobile devises
4. Application: Provides activities
 The instructional materials enable a which will enable learners to
self-study program using well- transfer concepts learned to real life
prepared modules. situations.

The positive evaluation results point to the Provides mechanisms by which
effectiveness of the learning materials and learner is able to evaluate his/her
their instructional design for e-learning. attainment of the instrumental
(learning content) and the terminal
Key to the effectiveness of the self- (behavioral) objectives. These may
instructional flexible learning materials are include the following:
the instructional design based on the 4 A’s
of adult learning and active learning  Action plans
principles.  Assignments
 Evaluation activities/ instruments
THE 4 A’S OF ADULT LEARNING
to check understanding
1. Activity: Describes the structural of/commitment to the learning
experiences designed to engage the outcome
learner in activity dealing with the
concepts to be learned. The The 4 A’s engage the learners in activities
experiences may be: that cater to their various learning styles,
higher order thinking skills, and
 direct or vicarious application of the concepts learned in the
 case analysis context of their workplaces as school
 questionnaires to be answered leaders.
 simulation exercises
 personal disclosure sessions ACTIVE LEARNING PRINCIPLES

2. Analysis: Describes the process of Active learning involves building
inquiry into the results of the interactivity into learning materials in
Activity. It includes: order that learners are doing something
with the ideas they are learning about and
 What questions are to be raised? are actively involved in a two-way
 What data will surface? dialogue with the writer’s text.
 How will personal insights be

evoked and processed/discussed?

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WHAT IS THE PURPOSE OF This guidance is provided by four key
ACTIVE LEARNING? elements of flexible learning materials:

It helps learners to: a) Learning Outcomes/Objectives
b) Advance Organizers
1. Find a pathway through the learning c) Access Devices
material d) Interactive Dialogue

2. Break the text into manageable a) Learning
learning chunks Outcomes/Objectives tell
learners –
3. Maintain their interest and motivation
4. Remember, understand and make use - what they are going
to do and where they
of the ideas and information are headed
encountered
5. Think for themselves - what they have
6. Learn by doing achieved
7. Go beyond memorization
8. Draw inferences - what they’ve yet to
9. Relate and apply their learning to their master
own work or personal life
10. Bring in their own experience and They help module writers
examples decide –
11. Reflect on implications of their
learning - what to put into the
12. Practice towards important objectives materials
13. Monitor their own progress
14. Identify their strengths and weaknesses - how to structure the
15. Gain feedback on their learning content
performance
16. Pause and make mental notes of - what assessment
important information tasks to use
17. Keep a record of what they have done
b) Advance organizers are
HOW TO BUILD INTERACTIVE statements or symbols which
LEARNING INTO THE indicate to learners what is
INSTRUCTIONAL MATERIALS coming next and help them
organize their learning.
1. Guided Interaction
2. Activities Examples:
3. Feedback
4. Examples - a contents list
- diagrammatic
1. GUIDED INTERACTION
representation of a
Flexible learners need guidance in module structure
moving through a self-instructional - statements of aims
learning material in order to maintain and objectives
their motivation and make sense of the - introduction
content, activities and assessment tasks. - icons
- verbal signposts

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c) Access devices are guides to - Give clear
learners which help them to instructions for all
move through the text. They activities
provide signposts and
highlight important - Use analogies that
information. touch on a shared
everyday experience
Examples:
- Write in a relatively
- links with other informal, user-
materials friendly style

- guidance on how to - Use language that is
use the material closer to everyday
conversation
- pre-test
- labels to highlight - Cut out surplus
words , e.g, not “at
important elements the present moment
of illustrations, in time” but “now”
tables
- summaries/recaps - Use short (and
- graphic symbols, usually more
icons or cues familiar) words)
e.g., “use” not
d) Interactive Dialogue is the “utilization”
manner with which the writer
should talk to the learner in a 2. ACTIVITIES
friendly and encouraging
dialogue. Activities are the essential learning
ingredient of active flexible
Examples: learning materials.
Activities require learners to DO
- Use personal SOMETHING with the ideas they
references (I, you, are learning about.
we).
a. Questions or activities
- Engage the learner embedded in the material
in an on-going every few minutes inviting
dialogue/conversatio the learner to answer a
n question or do some activity
before continuing.
- Give advice on what
to do and how to do b. Assignments or projects
it (often for assessment by a
tutor) that are to be tackled
- Give reinforcement after perhaps many hours of
and praise work. Usually used for
assessing learner
- Provide bridges or
links from one topic
to the next, e.g, In
the last lesson we
learned

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achievement and SEAMEO-INNOTECH Research
encouraging application of Studies Unit (2009, 2010, 2011).
learning to real life Evaluation Reports.
situations.

3. REGULAR FEEDBACK is
essential for learners to assess the
adequacy of their responses to
questions, activities, assignments,
and overall learning progress.

Feedback in the text is the written
equivalent of face-to face
discussion in a conventional
classroom or training session. It is
not just about right and wrong
answers. It is an integral part of the
teaching-learning process itself.

4. EXAMPLES are needed to bring
ideas and concepts to life and make
them meaningful for learners

Examples build on the known in
order to explain and explore the
unknown. They provide a
springboard for activities and
interactive dialogue

REFERENCES:

Taa, L. (2008). Evaluation Report on
LEARNTECH eXCELS Action
Research Project. SEAMEO
INNOTECH, Quezon City.

SEAMEO-INNOTECH (2006).
PowerPoint Presentation used
during the LEARNTECH eXCELS
Materials Development Workshop
at the SEAMEO INNOTECH
Campus.

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Development of e-Learning Instructional Materials for the ICNS152
Southeast Asia Ecology Course

R. Boonratana
Mahidol University International College, Nakhon Pathom, Thailand

([email protected])

ABSTRACT teachers’ convenience, and for supporting
or enhancing the learners’ in-classroom
Electronic learning or e-Learning educational knowledge acquirement and
instructional materials were developed experiences. In addition, the development
for the ICNS152 Southeast Asia Ecology of e-Learning has allowed knowledge to be
course, a natural science course offered accessed by a wider group of audience,
at the Mahidol University International beyond those typically associated with
College, Thailand. The course provides educational institutions.
an overview of the ecological systems of
Southeast Asia and the current impacts 2) BACKGROUND & OBJECTIVES
and potential threats to them; the
protected area system and their roles in Hence, in line with Mahidol University’s
protecting intact ecosystems, in vision and policy towards the provision of
conserving biological diversity, in knowledge-based services, instructional
providing ecological services, and as a materials for the ICNS152 Southeast Asia
key component of ecotourism; and the Ecology course, a General Education
course looks at the relationship between natural science course offered to the
ecosystem protection and sustainable undergraduate students of Mahidol
development, and the international University International College (MUIC),
conventions that relate to ecosystem were developed with the following
protection. The nature and scope of the objectives and justifications:
course and the diversity of topics and
sub-topics offered therein therefore i. To allow students registered for the
allows for numerous opportunities in the ICNS152 Southeast Asia Ecology
development of e-Learning instructional course to access, review, and revise the
materials for the course, and some of course contents at their convenience
these are presented here. from any location, and to reduce the
time required for effective learning,
Keywords therefore improving flexibility of the
e-Learning, instructional materials, course delivery.
Mahidol University International College,
Southeast Asia Ecology ii. To motivate student learning, as e-
Learning can be an effective means to
1) INTRODUCTION keep abreast of articles on recent
findings and observations, new
Electronic learning or e-Learning typically technology, and to keep the learners
comprises all forms of electronically and inspired and encourage them to
technologically supported information and generate new ideas.
communication systems meant to serve as
one means of implementing the learning iii. To allow learners to have a better
and teaching processes, which can be understanding and appreciation of the
employed for the out-of-classroom natural and human-modified
situation at both the learners’ and the ecosystems, the threats they are facing,

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benefits of the ecosystem services to selected (table 2) are described in the
humans, and the relationship between following section.
ecosystem protection and sustainable
development. Table 1: ICNS152 Southeast Asia Ecology
course outline
iv. To allow the public (students and non-
students) access to interactive user- Wee Topics
friendly educational materials that k
would otherwise be beyond their time 1  Introduction to Southeast Asia
availability and more importantly,  Introduction to Ecology
beyond their economic means (e.g., 2  Ecological Overview of
school fees, tutor costs, travelling Southeast Asia
costs, costs of printed materials). 3  Natural Ecosystems:
Mangrove Forest, Beach
The overall purpose of the ICNS152 Vegetation, Brackish-water
Southeast Asia Ecology course is to offer Forest, Rocky Shores, Coral
an overview of the ecological systems of Reefs
Southeast Asia, and to discuss the current 4  Natural Ecosystems: Rivers
impacts and potential threats to them. The and Lakes, Peat swamp
course further looks at the protected area Forest, Freshwater-swamp
system and its role in protecting intact Forest
ecosystems, in the conservation of 5  Natural Ecosystems: Lowland
biological diversity, in providing Forest, Mountains, Caves
ecological services, and as a key 6  Mid-term Examination
component of ecotourism. In addition, the  Man-made Ecosystems:
course looks at the relationship between Impacts and Threats
ecosystem protection and sustainable 7  Man-made Ecosystems:
development, and the international Agricultural Ecosystems,
conventions that relate to ecosystem Urban Ecology
protection. Finally, the course provides 8  Protected Areas: Definition,
some eco-friendly guidelines for Concept and Categories
developers and planners. 9  Biodiversity Conservation
 Ecosystem Services
3) COURSE OUTLINE AND e- 10  Sustainable Development
LEARNING CONTENT DESIGN  Ecotourism: Definition and
Concept
The nature and scope of the ICNS152 11  International Conventions and
Southeast Asia Ecology course and the Ecosystem Protection
diversity of topics and sub-topics offered  Ecologically-friendly
therein (table 1) therefore allows for Guidelines for Developers and
numerous opportunities in the development Planners
of e-Learning instructional materials (table
2) for the course. To develop all possible
e-Learning instructional materials for the
course would require much time, effort,
and funds. Thus, the development of e-
Learning instructional materials for the
course will be feasible only when carried
out in several phases. For the first phase,
the aspects of the topics and sub-topics

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Table 2: Content design of instructional 2.1 Animation  To assist learners in

materials of the visualizing

Instructional Purposes mangrove mangrove forest

Materials forests. ecosystems and the

1.1 Animation  To allow unique

of the SE Asia geographically environmental

1.2 Animation challenged learners conditions with
of ASEAN to better able locate
countries in SE Asia which they are

associated.

and in the ASEAN.  To allow learners to
understand the
 To allow learners to physiological
better able adaptations that
distinguish SE Asia mangrove plant
as a biogeographic species have
region as opposed adopted to survive
to the member the harsh
countries that make environmental
up ASEAN. conditions of the
coastal areas.
1.3 Animation  To allow learners to

of SE Asian obtain a better 2.2 Animation  To illustrate a
and ASEAN’s overview of the

forest cover forest types and of vivipary and unique form of

their distribution, seed dispersal germination

and the extent of by water. observed in some

forest cover in SE mangrove plant

Asia and the species.

ASEAN member  To illustrate seed

countries. dispersal by water,
and a species’
 To allow learners to
obtain a better unique strategy for
visualization of the
loss of forest cover survival.
and to emphasize
the need for protect 2.3 Animation  To illustrate some
the remaining
forests. of an of the physical

ecological functions of the

service mangrove forest

provided by ecosystem in

the mangrove fulfilling the role of

forest buffering the

ecosystem. impacts of waves,

storms, and

tsunami.

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3.1 Short video  Video clips 3.4 Multimedia  To allow learners a
clips of some accompanied by the lighthearted view
of the course instructor’s slideshows of and a record of their
components of commentary, to students’ field field trips to a
the lowland illustrate some of lowland forest
forest the salient features trips. ecosystem.
ecosystem and the lowland forest
protected area ecosystem, threats, 4) THE OUTPUTS
management. and impacts they
are facing and some 4.1) Introduction to Southeast Asia,
3.2 Animation  to the issues related ASEAN, and ASEAN’s forest cover
of the fig wasp to protected area
cycle and fig management. 4.1.1) SE Asia
pollination by
fig-wasps and To illustrate the fig- The SE Asia is a sub-region in Asia that is
figs. wasp cycle, fig geographically south of China, east of
pollination, and the India and north of Australia. This sub-
3.3 Animation  unique mutualism region can be further categorized into the
of the modes  exhibited between Asian mainland, and the island arcs and
of coexistence fig wasps and fig archipelagoes to the east and southeast.
among wildlife species. The animation starts with an illustration of
species the planet Earth and the regions therein,
occupying the To illustrate the followed by an illustration of the SE Asia
tropical specializations and as a biogeographic region.
lowland forest strategies that
ecosystem, and wildlife species 4.1.2) ASEAN
details of the adopt that enable
wildlife them to coexist at The Association of Southeast Asian
species high densities and Nations or ASEAN was established on 8
exhibited in diversity in an intact August 1967 in Bangkok by the five
the animation. tropical lowland original Member Countries, namely,
forest ecosystem. Indonesia, Malaysia, Philippines,
Singapore, and Thailand; and later joined
To provide detail by Brunei Darussalam, Lao PDR,
descriptions of the Myanmar and Cambodia. The animation
wildlife species similarly starts with an illustration of the
illustrated in the planet Earth and the regions therein,
animation, and followed by an illustration of the ASEAN
these include the member countries.
species’ taxonomic
notes, global 4.1.3) Forest Cover
threatened status, As above, the animation begins with an
geographic range illustration of the planet Earth and the
and distribution regions therein, followed by an illustration
map, population of the countries in and adjoining SE Asia.
status, habitat and Users are able pan around the region or
ecology, and threats zoom in to a particular area for more
to their survival. detailed information. The forest cover also
shows the forest types found in the region.

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4.2) Mangrove forest ecosystem soft and unstable muddy substrate.

4.2.1) Mangrove Forest Ecosystem The animation illustrates some features of
the mangrove forest ecosystem, such as its
The mangrove ecosystem is a very distinct location along the estuaries, the inundation
ecosystem that occurs in saline coastal it regularly encounters, and its specially
habitats primarily in the tropics and adapted roots. The animation further
subtropics, frequently near the mouths of illustrates vivipary and seed dispersal by
large rivers and in sheltered bays (Whitten water, and a physical function of the
et al., 1987; Osborne, 2000; Giesen et al., mangrove ecosystem.
2007). The mangrove ecosystem is
generally restricted to the tidal zone i.e. the 4.2.2) Vivipary and Seed Dispersal
area on the coast from the lowest water
level up to the highest high water level Vivipary is a unique feature of the
(Whitten et al., 1987; Osborne, 2000). mangrove vegetation that characterizes
many typical mangrove tree genera, such
The mangrove vegetation include trees, as Avicennia, Bruguiera, Ceriops and
shrubs, ferns and palms that typically grow Rhizophora i.e. the seeds germinate while
in extreme environmental conditions, that still attached to the mother plant (Osborne,
include soils with low oxygen content, 2000; Giesen et al., 2007). Mangrove
salinity and frequent tidal inundation. plants that exhibit vivipary can disperse
However, the mangrove vegetation have their seeds by water, and plants dependent
developed a set of physiological on water dispersal will have fruits or seeds
adaptations to survive the problems of low that can float. These fruits/seeds can
oxygen content, muddy, shifting, saline disperse over long distances, and will
conditions (Whitten et al., 1987; Osborne, usually germinate upon reaching shallow
2000; Giesen et al., 2007). waters or when in contact with a firm
substrate.
Given frequent or permanent inundation,
mangrove trees therefore need to keep their Seed dispersal can be a viewed as means of
trunks and leaves above the water line, ensuring reproductive success by reducing
while simultaneously firmly attached to the intra-specific competition for resources,
ground so they will not be dislocated by and by reducing chances of being predated
the waves (Whitten et al., 1987; Osborne, upon (Whitten et al., 1987). Seeds of
2000; Giesen et al., 2007). Mangrove trees different plant species can develop
have special aerial roots, pneumatophores, different strategies for dispersal, such as
and salt-filtering taproots that enable them dispersal by an explosive mechanism or by
to thrive in the muddy and saline wind, water or animals (Whitten et al.,
conditions (Whitten et al., 1987; Osborne, 1987; Whitmore, 1998; Richards, 1996).
2000; Giesen et al., 2007). Aerial roots and
pneumatophores project above the mud The animation illustrates vivipary as
and water in order to absorb oxygen from exhibited by some mangrove vegetation,
the environment. The parts of a root that and illustrates how the germinated seeds
appear above the waterline then transfers attach themselves onto the soft muddy
oxygen to the plant below the waterline. substrate and develop into saplings. The
The aerial roots, pneumatophores, and animation further illustrates seed dispersal
taproots can filter out the salt from the by water by those species that exhibit
saline/brackish water. A number of vivipary. Controls allow e-Learning users
mangrove plant species possess stilt and to pause and mute the animation.
buttress roots to improve stability in the

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4.2.3) Buffer against Waves and Storms comprise several short video clips of about
three minutes in duration to illustrate a
The mangrove ecosystems serve many particular aspect of the lowland forest
important functions, directly and indirectly ecosystem, and some observable
beneficial to humans. These functions can biodiversity conservation and ecosystem
be broadly grouped into physical, management and issue. The video clips
biological and commercial (Whitten et al., allow e-Learning users to directly access
1987; Osborne, 2000; Giesen et al., 2007). and view a particular aspect of the lowland
Among the many physical functions of the forest ecosystem.
mangrove forest ecosystem is that it serves
as a buffer against extreme natural events. 4.3.2) Figs and Fig Wasps
Its roots and trunks slow the water's flow
preventing or reducing impacts from wind Figs, in addition to being keystone
action, wave action, storm, hurricanes, and resource for forest animals and humans,
tsunamis in coastal areas, minimizing are one of the most interesting groups of
damage to property and the loss of life. plants (Whitten et al., 1987; Whitmore,
1998), being widely distributed throughout
The animation shows the impacts of the forests and available all the year round,
tsunami on coastal areas in the presence with one fig plant or the other fruiting at
and in the absence of an intact mangrove any given time. The fig fruit, although
forest ecosystem. Controls allow e- ecologically considered a fruit, is actually
Learning users to pause and mute the a syconium, an inflorescence whose walls
animation. arch over and around so that the
inflorescence is somewhat enclosed
4.3) Lowland rainforest ecosystem (Whitten et al., 1987; Richards, 1996).

4.3.1) Aspects of the Tropical Lowland The fig plant has unique form of
Forest Ecosystem pollination. Its flowers are exclusively
pollinated by tiny fig-wasps, with both figs
A tropical rainforest flora is characterized and wasps totally dependent on one
by an abundance of thick climbers, vines another for their survival. Furthermore,
and epiphytes; a closed canopy formed by one species of fig-wasp is generally
broadleaf evergreen trees, large buttressed specific to a species of fig plant (Whitten
trees, and tall smooth-barked trees; a et al., 1987; Richards, 1996). The
relatively open forest floor, and comprising pollination process starts with the
mainly small trees and herbs (Whitten et development of the flowers, which attract
al., 1987; Richards, 1996; Whitmore, the female wasps. One or more female
1998). The high plant diversity in tropical wasps enter the fig and each female wasp
lowland forests is due to a number of deposits her egg, and in the process
factors that include varying levels of light, ‘unintentionally’ collects pollen, which are
humidity, temperature, higher nutrients, then transferred to another fig, and the
rapid decomposition, and rainfall. In turn, process is repeated several times (Whitten
the high animal diversity is associated with et al., 1987). The larvae develop and
the structural and taxonomic heterogeneity pupate, the male pupae search for the
of the plants (Whitten et al., 1987; female pupae and fertilize them, and upon
Richards, 1996; Whitmore, 1998). maturity, the impregnated female wasp
flies out and repeats the process (Whitten
Video recordings of actual field trips to the et al., 1987).
lowland forest ecosystem were made.
These recordings were later edited to

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The animation illustrates the fig wasp 5) CONCLUSION
cycle, and the animation is subtitled to
describe particular segments of the cycle. The e-Learning instructional materials
The animation has a pause control that allow users to access, review, and revise
allows e-Learning users to view the the materials at their convenience from any
animation at their pace. location. Instead of being viewed as a
replacement to traditional modes of
4.3.3) Modes of Coexistence teaching, the e-Learning instructional
materials reinforce the course’s teaching
The tropical lowland forests in addition to and learning. In addition, preliminary
exhibiting a high density and diversity of observations and opportunistic qualitative
plants also exhibit a high density and assessment indicated that registered users
diversity of animals, more than any other have much benefitted from the e-Learning
terrestrial ecosystem. In addition, studies instructional materials for the ICNS152
in the tropics have shown how so many Southeast Asia Ecology course, and the
animals can coexist in the same forest, instructional materials have indeed
primarily because different species occupy reinforced the users’ learning and
different niches, although the niches may understanding of the course.
overlap to varying degrees. These modes
of coexistence include specialization in 6) REFERENCES
space, diet, and breeding sites (Whitten et
al., 1987; Whitmore, 1998). Giesen, W., Wulffraat, S., Zieren, M., &
Scholten, L. (2007). Mangrove
The animation on co-existence of tropical Guidebook for Southeast Asia.
wildlife allows e-Learning users to view Bangkok: FAO and Wetlands
and understand how diverse animal species International.
can coexist in the same intact tropical
lowland forest ecosystem, by developing Osborne, P.L. (2000). Tropical Ecosystems
specializations to exploit one or more and Ecological Concepts.
ecological niches. A number of controls Cambridge: Cambridge University
accompany this animation to illustrate the Press.
vertical stratification of a typical lowland
forest ecosystem, and to illustrate animal Richards, P.W. (1996) The Tropical Rain
species’ specialization in space, in diet, and Forests. 2nd ed. Cambridge:
in breeding sites, photographs of the Cambridge University Press.
animals, and the animal’s details from the
IUCN Red List of Threatened Species Whitmore, T.C. (1998). An Introduction to
database (to include information on the Tropical Rain Forests. 2nd ed.
animals’ taxonomic notes, global Oxford: Oxford University Press.
threatened status, geographic range and
distribution map, population status, habitat Whitten, A.J., Damanik, S.J., Anwar, J., &
and ecology, and threats to their survival). Hisyam, N. (1987). The Ecology of
Sumatra. 2nd ed. Yogyakarta:
Gadjah Mada University Press.

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e-Learning Courseware Prototype for Information
Literacy Competency Development of Undergraduate Students

S. Chanprasert1, K. Tuamsuk2 and D. Soodphakdee3

1Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand

([email protected])
2 Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand

([email protected])
3Faculty of Engineering, Khon Kaen University, Thailand

([email protected])

ABSTRACT information literacy competency expected
from the course learning, topics and
This research aimed to develop an e- synopsis of the course contents, learning
Learning courseware prototype for and teaching activities based on the theory
information literacy development of of constructivist, student’s roles, teacher’s
undergraduate students. The research based roles, and the measurement and evaluation
on the following concepts and theories: of the learning outcomes. 2) An e-Learning
information literacy competency standards courseware prototype for information
for higher education, theory of literacy development of undergraduate
constructivists, ADDIE model for students which has been developed by
courseware development, and instructional using LAMS software and tested and
design using the learning activity evaluated by the students, teaching staff,
management system (LAMS). The and e-Learning experts. The courseware
research method used was a research and evaluation was rated at good and very good
development approach used was a research levels in all items in the following aspects:
and development approach which course contents, learning activities,
comprised of 5 steps: 1) the analysis and multimedia elements, measurement and
development of course plan for evaluation of the learning outcomes,
information literacy instruction which course management, and the system
appropriated for e-Learning systems, by performances. It is suggested that
using documentation research survey implementation of this courseware
method. 2) Instruction design based on the prototype in an institution is based on the
theory of constructivist and LAMS’s tools. following factors: policy of institution on
3) Development of e-Learning courseware the development of information literacy
by using LAMS’s software. 4) Testing and competency of its students, infrastructure
evaluation of the courseware, done by of information technology for supporting
Khon Kaen University’s first year students e-Learning instruction, the readiness of
of class 000130 information Literacy Skills, teaching staff and students and their skills
course teaching staff, and e-Learning in using e-Learning for learning and
experts. 5) Development of the completed teaching, and the availability of learning
courseware for the information literacy resources in accordance with the course
course. contents which will enhance the students’
The research results provided the following learning and then enable to development
products: 1) Course plan for information the students’ competencies according to the
literacy instruction at undergraduate level course objectives.
which evaluated by the experts as
appropriated for e-Learning system (IOC )
0.8). The details of course plan included

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Keywords Information So development of e-Learning courseware
e-Learning courseware; development; prototype for information literacy
literacy; competency competency undergraduate students with
undergraduate students system methodology, including with
academic matter of information literacy
1. INTRODUCTION standard, instructional theory for learning
development and e-Learning principle, to
Information Literacy is a basic be important issue, lead to benefit for
characteristic needed and important skill of higher education and bring to common
the knowledge-based economy. It was one scholastic.
major mission of Higher education to
improve student to be information literate 2. RESEARCH OBJECT
person. (Dewald & Scholz-Crane, 2000)
e-Learning is an innovation of teaching This research aimed to develop courseware
and learning. (Soh, Park & Chang, 2009) prototype for instruction by e-Learning as
In other parts of the world, e-Learning a guide line for developing information
bring to a number of class by subject and literacy competency of undergraduate
curriculum. While in Thailand, e-Learning students.
tends to supplement on campus classroom.
(Laohajaratsang, 2008; Pongpech, 2005) 3. CONCEPTUAL FRAMEWORK
Most literature about information literacy
teach in higher education in foreign are 3.1 Information Literacy Competency : by
teach information literacy in class while analyzing information literacy standard of
student can revisable lesson by content SCONUL (1999), ACRL (2000) and
online. In Thailand, almost teach in class ANZIIL & CAUL (2004) and groups of
more than on network. The larger port of similarly standard, arrange words to be
contents do not cover a set of information easy understand and appropriate language.
literacy competency. In instruction, almost Result to be framework of 5 information
instruct in theoretical teaching more than literacy standards.
Practical teaching. Other than that, most of 3.2 Instructional Design to use
them have a problem of increase student constructivist theory with 4 elements; 1)
while instructor to be the same. While Problem Base by students create project to
trend of development on information be information study case. 2) Information
literacy instruction must be cover to Resources by make contents to be
comprehensive replacement. So student information resources online. 3)
can self-directed learning all of subject by Scaffolding by student who’s has a
online. (Tuamsuk, 2010) question can immediately connect for help
Because of higher education must be from instructor. 4) Collaborative Learning
improve students’ information literacy skill by student must joint to group project for
in order to be improve graduate student display idea and comment other opinion.
quality, apply to work and lifelong learning. (Kammanee,2008;Lomabut,2005;
However, developments of information Maneerattanarungroj, 2007)
literacy skill instruction by teach only in 3.3 Design and Development Process : Use
class. Because of the increasing number of ADDIE Model consist of 5 step; 1)
students. Development of information Analysis related contents such as
literacy instruction by e-Learning information literacy contents, structure of
instruction should be good answer and in course contents, elements of lesson,
accord with need to develop technology measurement and evaluation. 2) Design
skill. structure of lesson only such as screen,
practice and test, lesson contents. 3)

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Development of Courseware prototype by comprehensive replacement media by 30
first-year undergraduate students of Khon
developing contents, practice, test and have Kaen University of class ‘000 130
Information Literacy Skill’ and instructor
a test and recheck all of courseware. 4) of ‘000 130 Information Literacy Skill’ for
1 person. Then evaluate courseware by
Implementation courseware by student, instructor and e-Learning experts
with questionnaire. Method of evaluate by
experimental group of student and survey and user experiences.
5. Develop e-Learning courseware
instructor for improve courseware before prototype for information literacy
development of undergraduate students to
actual implement. 5) Evaluation for all of 6 units.

suitability of apply from project objective. 5. CONCLUSION

(Molenda, 2003) 5.1 Result of development of e-Learning
courseware
3.4 Courseware development by LAMS Research result can be described as follows
1) Development of contents and
software (Learning Activity Management information literacy competency consist of
2 parts as follows
Systems) with activities tools for manage 1.1) Information literacy competency
compose of 6 competencies, each
sequences of learning activities. (Dalziel, competency comprise of knowledge and
skills.
2007; Ghiglion & Page, 2010) 1.2) Topic of contents and main point of
contents compose of 6 units as follows
4. RESEARCH METHODOLOGY Unit 1 Information Literacy and Higher
Education, Unit 2 Analysis of information
This study used R&D approach which needs, Unit 3 Selection to Information
comprised 5 step Sources and Information Resources, Unit 4
1. Analysis and Develop for course plan Information Search, Unit 5 Information
and course contents of information literacy Evaluation and Unit 6 Composer and
course of undergraduate students and Information Present.
appropriate for instruction in e-Learning 2) Courseware plan Development. Each of
with documentary research and survey courseware plan compose with 4 parts as
research. Start at analysis and synthesis follow; learning activities, teacher
information literacy standard for higher activities, student activities, measurement
education. Then define to course plan and evaluate.
consist of information literacy competency, 3) Appropriate Evaluation of Course Plan
topic of contents, learning activity, teacher 3.1) Content and Information Literacy
activity, student activity, measurement and Competency was received IOC (Index of
evaluate of outcome learning. Next to Consistency) >0.8 by information literacy
survey of 5 information literacy experts experts with in each of contents items and
and 15 information literacy lecturers for competency issues.
evaluate course plan. A questionnaire is a 3.2) Course plan for information literacy
research instrument. instruction at undergraduate level in each
2. Instructional design by documentary unit was verified by information literacy
research. By improve course plan
according to counseling expert. Then bring
to learning activity design by constructivist
theory. Then manage the learning activity
by using LAMS tools.
3. Courseware prototype development by
developmental research. First, choose
learning unit 1 and 2 of instruction design
to manage by LAMS tools. Then test for
LAMS system and test for learning online
by define to supplementary learning online.
4. Testing and Evaluating of the
Courseware with survey research. Take
courseware unit 3 and unit 4 to test in

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experts using the index of congruence Learning Expert had commented to
(IOC > 0.8)
courseware was a very good and good

appropriate. 3) Students who use

5.2 Result of Instructional Design courseware (user’s experiences)

Table 1 Example of instructional design commented that the courseware was easy

of learning unit 3 to use.

(Learning & Teaching Activities) (Constructivist)

Competency 3 Selection of Information Sources and Information 6. DISCUSSION
Resources
Knowledge – Defines and articulate type of information sources and This develop an e-Learning courseware
information resources give precedence to information literacy
Skill – Determines information sources and information resources for standard of higher education be
appreciated information needs universality. Begin with analyze and
synthesis information literacy standard of
Learning Unit 3 Selection Information Sources and Information Resources SCONUL (1999), ACRL (2000) and
ANZIIL & CAUL (2004) which are well-
1. Learning Object Description - Problem Base known and accept in higher education
around the world as well as Thailand
2. Topic - Information Resource (Tuamsuk, 2010); besides, courseware
2.1 Information Sources prototype as for contents and information
- - VDO and Contents online literacy competence are assign on learning
competency for KKU’s Graduate
- Information Resource Game - Strategic Scaffolding Qualifications Framework. (Khon Kaen
University Council, 2010) Courseware
2.2 Information Resources - Information Resource prototype consist of instructional activities,
- VDO and Contents online teacher activities, learner activities and
measurement and evaluation. Which
- Information Source Game - Strategic Scaffolding define to analyze and synthesis related
document of 000130 Information Literacy
2.3 Information Sources and Resources - Information Resource Skill, so expert evaluate appropriate (IOC)
Selection of courseware plan at >0.8 in each items
- VDO and Contents online and evaluate appropriate (IOC) at 1.00 in 4
courseware (unit 2, 3, 4 and 6)
- Information Resource Game - Strategic Scaffolding Instructional design found to use
constructivist theory in develop e-Learning
3. Individual Exam: Learning and courseware had 4 components as fellow;
Understand Information Sources at Real problem base, information resources,
Information Sources. strategic scaffolding and collaborative
4. Individual Exam: Determines learning. Result to evaluate by student are
Information Sources and Information give an opinion of learning activities
Resources for appreciated information according by constructivist theory are good
needs in each activities, also information literacy
expert comment to learning activity of
5. Group Project : Selection Information - Collaborative Learning problem base which according to lesson,
Sources and Information Resources for learning activity which support to
appreciated information needs information recourses by self-learning are
6. Collaborative opinion and evaluative very good activities. While learning
result of group project. activity by collaboration and learning
activity support learner to give an opinion
7. Post test - Metacognition Scaffolding are good activities. This are indication to
8. Learning Note

5.3 Result of development an e-
Learning courseware prototype for
information literacy competency
development of undergraduate students.
Researcher was develop an e-Learning
Courseware prototype in 3 step as follow
1) Development Courseware unit 3 and
unit 4. Chose courseware unit 1 and 2 for
Learning Management System test and try
out of learning online by student. The 30
Students of 000130 was surveyed opinion.
Result of test was LAMS system can
operate on Windows NT server Operating
System and result of survey is students can
learning online. Then develop courseware
unit 3 and 4 to complete and let students to
comprehensive replacement learning.
2) Evaluation of Courseware Prototype.
Courseware unit 3 and unit 4 was
evaluated by 3 types; 1) Portfolio Analysis
find unit 3 had students to learn 25 persons
(83.33%) and unit 3 had students learn 16
persons (53.33%). 2) Surveys and
evaluation of courseware at issue; Course
contents, Learning Activities, Multimedia
Elements, Measurement and Evaluation of
Learning Outcomes. Student and e-

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use constructivist theory in develop e- through in process of develop has
Learning courseware are appropriation precedence to aim at desirable competency,
both theory and practice. define content according to standard and
Develop an e-Learning courseware by desirable result, include with activities
LAMS system cause to e-Learning learning. But in process of study do not
courseware which include components of evaluate of learning outcome. So for next
learning activities management system; complete study should study and use as
result to experts and students evaluate comprehensive replacement media for all
LAMS system are good and very good for course and compare test between e-
course management. Learning and class. Which has clear result
study.
7. RECOMMENDATIONS AND
PERSPECTIVES FOR POSSIBLE 8. REFERENCES
FUTURE WORKS
ACRL [Association of College and
1. Higher education can apply by (1) Research Libraries]. (2000).
Training staff or student for develop Information literacy competency
information literacy through e-Learning standards for higher education.
system. (2) Intervention in others subject Chicago, IL: ACRL. Retrieved 2
for develop information literacy of student August 2010, from
by defines student to self-learning in e- http://goo.gl/KDwm2
Learning system. (3) Use as both
comprehensive replacement media and ANZIIL, & CAUL [Australian and New
supplementary media for decrease Zealand Institute for Information
instructional problem in case a great Literacy, & Council of Australian
number of students. Higher education University Librarians]. (2004).
should consider factor of 1) Policy of Australian and New Zealand
institute to give precedence to develop information literacy framework:
information literacy is one point of Principles, standards and
desirable featured graduate. 2) IT practice. 2nd ed. Retrieved 3
infrastructure has computer laboratory for April 2009, from
24x7 service, LAMS software, Staff for http://goo.gl/dBvve
develop instructional media support. 3)
Instructor should know in 3 issues; Dalziel, J. (2003). Implementing
knowledge of develop contents and learning design: The learning
courseware plan for e-Learning, knowledge activity management system
of develop courseware for LAMS and (LAMS). Proceedings of the 20th
knowledge of tracing and evaluation in Annual Conference of the
LAMS system. 4) Learner should receive Australasian Society for Computers
training for guide to learn by e-Learning. 5) in Learning in Tertiary Education
Information resources or Library which has (ASCILITE), 7–10 December 2003.
all of information sources follow by Adelaide, Australia. Retrieved 14
contents of information literacy. September 2010, from
2. Recommendation for Future Works. http://goo.gl/2kjzJ
This study emphasize the development of
courseware for e-Learning follow of Ghiglion, E., & Page, J. (2010). LAMS 2
System Development Life Cycle, so give user documentation. Retrieved 14
precedence to test and evaluation of February 2011, from http://goo.gl/
courseware more than evaluation of Qv4L8
learning or competency learner. Even
Kammanee, T. (2010). Instructional
Theory : Body of Knowledge for
Efficiency Learning Process. 7th

- Proceedings 218 -

ed. Bangkok: Chulalongkorn Tuamsuk, K. (2010). Information
University. Literacy Study in Thai Academic
Khon Kaen University Council. (2010). Education. (In Thai). Khon
Khon Kaen University Post No. Kaen: Khon Kaen University.
3/2553 Learning Competency (Copier)
for KKU’s Graduate
Qualifications Framework. (In
Thai). Khon Kaen : Khon Kaen
University. ( Coppier).
Laohajaratsang, T. (2008). e-Learning.
(In Thai). Retrived May 1, 2008,
from http://www.northbkk.ac.th/
Content/Student/ELearning.html
Lomabut, N. (2005). The Effect of
Web-Based Learning Developed
Based on Constructivism in
Information Technology for
Fourth-Grade Learners Mary
Upatham Chaiyaphum School.
(In Thai). Master Degree of
Eduation in Educational
Technology Graducate School
Khon Kaen University.
Maneerattanarungroj, P. (2007). The
Effect of Constructivist Theory
Web-Based Learning
Environments for Veterinary
Students in the Physiology of
Respiratory System. (In Thai).
Master degree of Education in
Educational Technology Graduate
School Khon Kaen University.
Soh, S.Y.; Park, H.Y., & Chang I.S.
(2009). Assessment of a
complementary cyber learning
system to offline teaching. Expert
Systems with Applications. 36(3):
6485-6491.
Pongpech, J. (2005). E-Learning as a
supportive learning tool for a
traditional class. KKU
Engineering Journal, 32(6): 727-
732. (In Thai). Retrieved 4 May
2009, from http://goo.gl/DkXW6
SCONUL [ The Society of College,
National and University Libraries].
(1999). Information skills in
higher education. Retrieved 12
June 2008, from
http://goo.gl/qHj8p

- Proceedings 219 -

An e-Learning Facilities Developing Framework

Wanwipa Titthasiri, Asst. Prof. Dr.
Department of Computer Science, School of Information Technology,Rangsit University,

PathumThani, Thailand
([email protected])

ABSTRACT while some institutions have achieved
success, others have struggled to attain
Today, the adoption of e-Learning is limited educational value. Moreover,
widespread among educational institu- Rashty (2012) pointed that there is an
tions. Nevertheless, many authors have argument that traditional learning is the
argued that technical, organizational, best way of maintaining a learning process.
cultural and pedagogical factors are But there is no finding to support this
important in developing e-Learning argument, and research shows that e-
facilities. A balancing of them is Learning models are at least as good as
necessary to be considered, ensuring the traditional learning. However, in other
improvement in student learning studies, too, it was argued that computer
outcomes. This paper proposes a mediated or online learning is more
framework of processes for developing effective and interactive.
the e-Learning facilities. This frame-
work is adapted from an existing Therefore, universities are increasingly
process of software development in soft- conscious of their investment in e-Learning
ware engineering discipline. Therefore, activities and are looking for an e-Learning
this paper presents an overview of the framework, students have expressed higher
software development process and satisfaction and rated the learning as more
discusses its possible application to the effective than in the traditional framework.
domain of e-Learning. It is considered The reasons for these limited successes are
as a guideline to improve e-Learning many and varied from technical,
facilities’ development and it has been organizational, cultural to pedagogical
implemented in an IT research e- considerations. Because of these differing
Learning course. Its school record is considerations, universities are willing to
compared to another IT research Face look for guidance on improving their e-
to Face or traditional course. The paper Learning process. In an effort to develop
concludes with a discussion of the such a framework of flexibility to guide the
possible merit in the using this proposed improvement of e-Learning, the researcher
framework. has turned to the software engineering
discipline. The software development
Keywords model has been applied to develop this e-
e-Learning Facilities, Software Learning improvement framework..
Development Model
2) AN E-LEARNING
1) INTRODUCTION
2.1) e-Learning definition
With the rapid growth in e-Learning
programs, it’s concerned about how best to To provide a comprehensive understanding
support student learning in universities. of e-Learning, the word e-Learning is
Therefore, universities continue to embrace firstly defined (Chengzhi, 2004) “e-
new technologies in most aspects of the Learning is a new education concept by
teaching and learning process. However, using the internet technology, it deliveries
the digital content, provides a learner-

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oriented environment for the teachers and classical waterfall model, prototyping
students.” model, evolutionary model, spiral model,
and so on. However, the classical water
2.2) e-Learning Domain fall model can be considered as the basic
model and all other life cycle models as
The e-Learning domain introduces its embellishments of this model. Therefore,
concept of study in the field of classical waterfall model is used to apply
instructional technology (Naiden, S., 2006). into e-Learning improvement framework.
Therefore, some of the key issues
associated with e-Learning could be The classical waterfall model divides life
defined into 4 areas (Marshall, cycle into phases shown in figure 1. The
S.&Mitchell,G., 2002) as: name of this model is justified by its
diagrammatic representation which
 Student learning includes pedago- resembles a cascade of waterfalls.
gy, class interaction, monitoring,
evaluation, and psychological Feasibility study
theories underlying e-Learning. Requirement Analysis
And Specification
 Resource creation includes techno- Design
logy and tools, contents, and human Implementation
factors. Integration and
System testing
 Project support includes facilities Maintenance
that serve to ensure success.
Figure 1. Classical Waterfall Model
 Organization includes culture, busi-
ness, marketing, and management. The waterfall level of the model can be
described as :
2.3) e-Learning facilities
 Feasibility study: It is to determine
To support e-Learning activities, whether it would be financially, and
something designed and created to serve an technically feasible to develop the
e-Learning function in its domain and to product.
afford a convenience or service, is called e-
Learning facilities. Therefore, e-Learning  Requirement analysis and speci-
is expected to be good if e-Learning fication: It is to understand the exact
facilities are completely developed. Both requirements of the customer and to
of e-Learning and software are as a product document them properly.
of the technologies revolution. And
software development model is a well-  Design: It is to transform the re-
recognized standard for guiding process quirement specified in the requirement
improvements in organizations’ software specification document into a structure
development processes. Therefore, it is that is suitable for implementation.
believed that it could be also applied into
e-Learning improvement processes.  Implementation: It is to translate the
software design into source code.
3) THE SOFTWARE DEVELOPMENT
MODEL  Integration and system testing: Each
modules are integrated in a planned
Based on the work of a software manner. When all modules have been
engineering pioneer, software development successfully integrated and tested,
was considered in a software life cycle system testing is carried out.
model. There are many models including
 Maintenance: It is involves performing
correcting errors, improving and
enhancements. (Mall, R., 2008)

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As above, both e-Learning and software facilities to support or serve the system to
are a product of technological revolution. meet goal of e-Learning system.
It is clear that on this basis, it is reasonable In adapting the framework to the domain
to apply software development model into of e-Learning, the researcher has presented
the field of e-Learning. in each activity as shown in figure 2.

4) APPLICATION OF THE CLASSI- Implementation Pedagogical
CAL WATERFALL MODEL TO E- Facility
LEARNING Technical Student Resource
Facility learning Design creative

On the basis of the strengths of the Requirement
classical waterfall model, it’s reframed in
analysis
Feasibility

study

the context of e-Learning for identifying

outcomes as shown in Table 1. Organization Project
support
Table 1: An e-Learning Developing

Framework

Activity Outcomes

Feasibility Technical, Organizational
Facility
study organizational and
Figure 2: e-Learning Improvement
pedagogical feasibilities Framework.

Requirement Clear objective for The diagrammatic representation of this
framework appears like a circle with many
analysis eLearning circles. Each circle represents each acti-
vity of the e-Learning system development.
Consolidate and The inner circle is concerned with
feasibility study, the next circle with
analysis requirements requirement analysis, the next one with
design and the outer circle with im-
for e-Learning plementation. Each circle in this
framework is split into four sections as
Specify requirements shown in figure 2. The first section iden-
tifies student learning that is about
(What to do?) pedagogy, psychology, student culture and
evaluation. The next section is resource
Design Transform requirement creation identifying the development of
content, staff, hardware, software and IT
specification into a infrastructure. The next one is project sup-
port that identifies the solutions possible
detailed operational for supporting the e-Learning project. The
last one is organization that is related to
plan (BluePrint) (How management, policy and procedure stan-
dard, business and marketing of e-Learning
to do?) system.

Implementation Do/work on plan Moreover, there are three e-Learning
facilities supporting outside circle. This
Test and rework (in means these facilities will be designed and

case of unsuitable)

The detail of the framework will be
presented in the following sections.

5) AN E-LEARNING IMPROVEMENT
FRAMEWORK

The e-Learning facilities development

framework is focused on guiding
improvement in e-Learning. It’s started

with the existing and requirements of

stakeholders in e-Learning system. After
then it’s moved to design the eLearning

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created to serve e-Learning system. They Table 1: The operational strategies for de-
will facilitate a whole of e-Learning velopment
system to improve eLearning successful.
In this proposed framework, e-Learning Facility Considerations/Tasks
facility consists of three areas, as fol- strategy area
lowing: Technical  What will be the
strategy
 Pedagogical facility: minimum
o Content management (design, Organizational
create, update, and present) strategy specifications of
o Learning management (access-
ing, monitoring, and commu- functions and
nication)
o Evaluation (testing and assess- capacities for hard-
ment)
o Psychology underlying e- ware?
Learning
 What software is
 Technical facility: (hardware, software,
and IT infrastructure) presently in use?
Tools for
o Accessing e-Learning: web  Can either vendors
browser, media player
o Delivering e-Learning: web or IT stuff maintains
server, LMS, LCMS, col-
laboration tools, virtual sche- and support software
dule system, media servers
o Development and design of e- implementation?
Learning content: course au-
thoring tools, website authoring,  Do e-Learning
testing and assessment tools,
media editors, and content system ena-ble users
converters
off-campus to use
 Organizational facility:
o Human Resource Management the IT systems with
(staff training, IT supporter)
o Financial and management the same quality as
o Policy and procedure standard
o Marketing their peers on
o Quality management
campus?
To provide a comprehensive understanding
of e-Learning facilities, table 1 shows an  What types of
example of the operational strategies for
development network security

should be pro-vided?

 Does the existing

data enables users to

meet their needs?

 How can university

provide training to e-

Learning users on

how to use

eLearning system?

 What should be done

to ensure that

university allo-cate

sufficient budget to

support eLearning

acti-vities?

 Who will allocate

and design facilities?

 How will policy and

pro-cedures be

developed?

 What can be done to

involve people and

increase their

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awareness of e- Table 3: t-test two-sample assuming Un-
Learning being used
in the university? equal variances
 What and how the
psychological Traditional e-Learning
theories un-derlying
Pedagogical eLearning? 80.545454
strategy  What should be done
to ensure that lesson Mean 81.41666666 5
could be designed
and implemented in 58.943181
e-Learning?
 What and how Variance 23.64492753 8
should be done about
the evaluation? Observation

s 24 33

Hypothesize

d Mean

Difference 0

df 54

0.523331954

t Stat 8

P(T<=t)

6) THE IMPLEMENTATION OF AN one-tail 0.301442161
E-LEARNING FACILITIES DEVE-
LOPING FRAMEWORK t Critical

one-tail 1.673564906

P(T<=t)

The first purpose of this study was to two-tail 0.602884322
propose an e-Learning facilities developing
framework. The second purpose was to t Critical
implement this proposed framework in an
e-Learning course. The study was con- two-tail 2.004879274
ducted at Rangsit university, Thailand and
included two sections of graduate IT Analysis: Overall, the result of this
research course. The first section taught in comparative study on eLearning and
e-Learning with the implementation of this traditional study were these:
proposed framework and the second
section in traditional class: teaching two  P-value (0.60) is greater than 0.05
sections of the same course during the (95% confidence interval). The hypo-
same semester. A total of 57 students were thesis was accepted. There are no dif-
identified as population. Of these 57 stu- ference on teaching in these treatments.
dents, 33 were identified in e-Learning
class and the rest were in traditional class.  Using an e-Learning facilities de-
At the end of the course, total scores of veloping framework into e-Learning
students in each section are compared. will be at least as good as traditional
The researcher analyzed data using T-test. learning.
The result provided the clarity of how
different between e-Learning implemented Finding of the research, implementing an
with the framework and traditional study. e-Learning facilities developing framework
into e-Learning indicated an improvement
Hypothesis: the mean of total score of e- in the student’s achievements. The e-
Learning class is equal to the mean of total Learning also includes advantages that are
score of traditional class. not found in traditional learning, such as:
time (24 hours 7 days), places (every-
where), enhanced communication among
the learners, the ability to conduct an open
discussion, and so on.

Result: Table 3 shows the mean scores
and p-value computed by T-test

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7) CONCLUSION

The paper demonstrates that it is possible
to adapt the software development model
to provide a guidance to aid instructor
efforts aimed at improving e-Learning
course. Actually, the framework might be
incomplete but at least it provides a useful
guideline for encouraging improvements in
e-Learning. It has been informally
implemented in IT research course,
Rangsit University as a guide. It is hoped
that a more formalized framework will be
developed through a number of courses.
Finally, the framework presented in this
paper do not provide details of key
processes necessary for improvements in e-
Learning. Nevertheless, finding of the
experiment was as an indicator of possible
out come of improvement in e-Learning.

REFERENCES

Chengzhi (2004). Introduction to E-
Learning [on-line].Available:
http://www.chengzhi.net/english/

Mall R.(2008). Fundamentals of software
engineering(3rd ed.). USA: Prentice-
Hall.

Marshall, S.,& Mitchell, G.(2002). An E-
Learning Maturity Model?ASCILITE
2002 conference proceeding [on-line
serial]. Available FTP:Host name:
ascilite.org.au Directory:
conferences/auckland02/proceedings/
papers/173.pdf

Naidm S.(2006). E-Learning: AGuidebook
of Principles, Procedures and
Practice(2nded.). Commonwealth of
learning.

Rashty D.(2012). Traditional Learning vs.
Elearning [on-line]. Available:
http://www.researchtrail.com/articles/
Traditional_Learning_vs_
elearning.pdf

- Proceedings 225 -

Multiple Group Structural Equation Modeling Development for Factor
Analysis that affects Information Technology Service Management of

Higher Educational Academic Institutions

Sarun Nakthanom1 and Namon Jeerungsuwan, Ph.D.2
1Instructor in Department of Information Technology, Faculty of Science and Technology,

Bangkok Suvarnabhumi College, Bangkok, Thailand

([email protected])
2Director of Ph.D. Program in Information and Communication Technology for Education,

Faculty of Technical Education,

King Mongkut's University of Technology North Bangkok, Bangkok, Thailand

([email protected])

ABSTRACT must have a good process Service
management. To analyze have good
The research study aims (1) to analyze information technology about its services.
factors and relational structures that Information Technology Service
affect information technology service Management ITIL V.3 Foundation is an
management of higher educational international standard in many countries
academic institutions and (2) to develop have made to the guidelines. In the
a structural equation model of the total development, administration, information
of 31 referenced indicators from ITIL technology services Management. It is not
(Information Technology Infrastructure just a service. The service only can become
Library)’s standard framework and a strategic tool of the higher educational
theories and 300 samples were collected. academic institutions.
All then were analyzed and two factors The result was to analyze of information
were extracted giving equations showing technology services management. In
factor relational structures using addition, the model developed. Can also be
multiple group structural equation used with other institutions, this article will
analysis. The developed model shows be useful in the management of
that the information technology service information technology services for each
management satisfaction is consistent of the next.
with the data (Goodness of Fit), with p
(P-Value) 0.05 and RMSEA (Root Mean 2) THEORY AND METHODOLOGY
Square Error of Approximation) 0.094
The researchers used the technique to
Keywords develop the model.
ITSM, Service Management, ITIL
(Information Technology Infrastructure 2.1) Factor Analysis
Library), Structural Equation Modeling
Factor Analysis is a technique used to
1) INTRODUCTION extract the factors (component) from a
group of indicators that are related to each
The present uses of information technology factor. This will be used instead of a group
services in higher education institutions are of indicators. This is a technique that
increasingly. Higher education institutions reduces the number of dimensions or
have adopted information technology as a manifest variable and considers the
tool in management, Teaching and learning. suitability of the extracted factors. By
While more research needs to be more checking the statistics Kaiser-Meyer-
available and higher education institutions Olkin: KMO (KMO>0.60) factors obtained

- Proceedings 226 -

will only validate the considered values. The missing data (i = 1, 2, ..., n) must be
Able to explain the variability of all the used for calculating the Mean Magnitude
factors together (total variance explained) of Relative Error (MMRE). If it is found
with the inverse of each variable with no that the results of MMRE have small
apparent extraction factor would greatly values, the results should be precise or
benefit this approach. If the value of a high very close to the real data as formulated
percentage (cumulative explained below.
variance) showed that the factors can
represent a good indicator, this can be MMRE  1 in ActualEffo rti  PredictedEff orti 100
formulated as follows n i1 ActualEffo rti (3)

Fj  wj1  x1  wj2  x2  ..  wjp  x p  e (1) 2.4) Information Technology Infrastruc-
ture Library (ITIL)

Where: F = factor, ITIL is a de-facto standard which
w = coefficient of variable x introduced and distributed by Office of
x = manifest variable Government Commerce (OGC) in UK and
e = margin of error. includes all IT parts of organizations. At
present ITIL is the most widely accepted
2.2) Structural Equation Modeling approach to IT Service Management in the
world. It has an iterative, multidimensional
Structural Equation Modeling (SEM) is a and lifecycle form structure. ITIL has an
technique used to analyze the relationship integrated approach as required by the
of factors from the survey (exploratory) ISO/IEC 20000 standard with following
with a key and then extract a model of the guidance.
relationship of various factors, which is the
main theory or hypothesis of this study. 2.4.1 Service Strategy
From the statistics of 1) Chi-square (χ2) The Service Strategy provides guidance on
should be a non-significance (P>0.05) 2) how to design, develop and implement
Goodness of Fit Index (GFI>0.90) 3) Root service management from organizational
Mean Square Error of Approximation capability perspective and strategic asset. It
(RMSEA<0.06) and 4) Hoelter's N, the provides guidance on the principles
value (Hoelter's. N>75) is used to check underpinning the practice of service
the adequacy and appropriateness of management which are useful for
sample size (case) in SEM. developing service management policies,
guidelines and processes across the ITIL
2.3) Accuracy Evaluation Criterion service lifecycle. Service Strategy
guidance is applicable in the context of
Accuracy Evaluation Criterion of a new other parts of ITIL lifecycle. Service
data set, which must be precisely Strategy covers these parts of IT systems:
compatible (model best fit) by applying a the development of markets, internal and
set of new data (predicted missing) derived external, service assets, service catalogue
from the estimation of missing data to and implementation of strategy through the
verify the real data set (actual missing) service lifecycle.
and then calculate the Magnitude of Service Strategy includes these processes:
Relative Error (MRE) according to the
formula - Financial Management
- Service Portfolio Management
MRE  ActualEffo rti  Pr edictedEff orti - Demand Management
ActualEffo rti
(2)

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2.4.2 Service Design - Transition Planning
- Support and Service Evaluation
It is guidance for the design and
development of services and service 2.4.4 Service Operation
management processes. It covers design Service Operation tries to embody
principles and methods for converting practices in the management of Service
strategic objectives into portfolios of Operation. It includes guidance on
services and service assets. The scope of achieving effectiveness and efficiency in
Service Design is includes the changes and the delivery and support of services so as
improvements necessary to increase or to ensure value for the customer and the
maintain value to customers over the service provider. Strategic objectives are
lifecycle of services, the continuity of ultimately realized through Service
services, achievement of service levels and Operation, therefore making it a critical
conformance to standards and regulations. capability.
It guides organizations on how to develop It processes are:
design capabilities for service
management. - Event Management
Service Design includes these processes: - Incident Management
- Request Management
- Service Catalogue Management - Problem Management
- Service Level Management - Access management
- Capacity Management
- Availability Management 2.4.5 Continual Service Improvement
- IT service Continuity Management This is including of instrumental guidance
- Information Security Management in creating and maintaining value for
customers through better design,
Supplier Management, Application introduction and operation of services. It
Management combines principles, practices and methods
- Data and Information Management from quality management, Change
Business Service Management Management and capability improvement.
Organizations learn to realize incremental
2.4.3 Service Transition and large-scale improvements in service
quality, operational efficiency and business
It is guidance for the development and continuity.
improvement of capabilities for It processes is:
transitioning new and changed services
into operations. Service Transition - The 7-Step Improving Process
provides guidance on how the
requirements of Service Strategy encoded 4) METHODOLOGY
in Service Design are effectively realized
in Service Operation while controlling the 4.1) Data sets for the research
risks of failure and disruption. This part of
ITIL framework combines practices in The data set of experimental group was
release management, program management 290 data sets.
and risk management and places them in
the practical context of service 4.2) The factor analysis of experimental
management. group
Service Transition processes are:
The experimental group focused on the
- Change Management factor analysis method by principal
- Service asset and Configuration component analysis to provide a measure
that is relevant to the factors in the same
Management way as rotation varimax to reduce the
- Release and deployment Management
- Knowledge Management
- Stakeholder Management

- Proceedings 228 -

number of points. This should measure the
weight of each factor to as low as possible.
Results from the analysis of new factors
with KMO were 0.976, and new factors
from extraction consist of two main factors
F1and F2 is shown in Table 1.

Table 1: Results of main factors and

indicators

Factor Indicator of Factor

1 Service Transition

Service Operation

Continual Service Improvement

2 Service Strategy

Service Design Figure 1: SEM standardized type

Service Transition 4.3) Product indicator approaches of
structural equation modeling with
4.3) Structural Equation Modeling constrained approach
The main factors F1and F2 of building a
SEM are shown in Fig. 1. The model The only measure left over from the results
appropriate to review the statistics of the of the SEM according to Fig. 1 is F1 =
compatibility of the model to goodness of {CSI5, CSI4, CSI3, CSI1, SO7, CSI7,
fit: RMSEA, GFI and Hoelter's N which CSI2, CSI6, SO6, SO3, SO5, SO2, SO1,
are the adequacy of the sample cases. The SO4, ST6, ST4, ST7, ST5, ST3} and F2 =
results in Table 2 and the new SEM are {SD1, SS3, SD2 SS2, SS1, SD3,
shown in Fig. 2 SD5 ,SD6, ST1, SD7, ST2, SD4 } to create
SEM have the statistics of compatibility.
Table 2: The statistic’s compatibility of
5) RESULTS
SEM Default
Model The test group of 290 sets was assigned to
find estimate the replacement value of
Chi-square (  2 ) 1.546 missing data as follows:
1) the data imputation estimation methods
GFI 0.710 using SEM, the result of MMRE was
25.23%
AGFI 0.667 2) Thus, comparing estimates of data
showed that using the SEM with the
RMSEA 0.094 unconstrained approach and related
Hoelter’s 91 indicators had high accuracy, while
MMRE declined using the constrained
approach with related indicators.

- Proceedings 229 -

REFERENCES

Prakancharoen, S.(2008). The estimated

time to develop application

software oriented network Using

structural equation modeling.

Information Technology Journal.

Year 4 Vol. 7. Bangkok: King

Mongkut's University of

Technology North Bangkok.

Jan van Bon, Pieper,M., Veen,A.,

Verheijen,T. (2007). Best

Practices: Introduction to

ITIL,TSO Publications,

Norwich,June.

Taylor,S. , Iqbal,M., Nieves,M. (2007)

ITIL:Service Strategy,TSO

publications.Norwith,UK.

Taylor,S. , Lioyd,V.,Rudd,C. (2007).

ITIL:Service Design,TSO

publications.Norwith,UK.

Taylor,S. , Lacy,S.,Macfarlane,I. (2007).

ITIL:Service Transition,TSO

publications.Norwith,UK.

Taylor,S. ,CannonD.,Wheeldon,D. (2007).

ITIL:Service Strategy,TSO

publications.Norwith,UK.

Taylor,S. ,CaseG.,Spalding,G. (2007).

ITIL:Continual Service

Improvement,TSO

publications.Norwith,UK.

Arbuckle, James L. (2006). Structural

equation modeling -AMOS6.0 user

guide,Chicago-IL SPSS Inc., USA

David Garson. (2006) Structural equation

modeling, Statistics solution inc,

USA.

- Proceedings 230 -

A Strategy for e-Training in Information Technology Security

J. Jitsupa1, P. Nilsook2 and P. Piriyasurawong2
1Department of Business Computer, Suan Dusit Rajabhat University, Bangkok, Thailand

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

ABSTRACT communication act, 2554-2563 B.E.,
hence, emphasized on developing human
This research aimed to develop resources to be capable of developing and
e-Training Strategy for Information applying information technology
Technology Security Model which efficiently, considerately and thoughtfully.
included 5 steps; Step 1-Depth interview In addition, the act also emphasized on
of 8 e-Training Strategy Experts. Step promoting standardized knowledge, ability
2-Analysis and synthesis of data and and skill (Ministry of ICT., 2010).
information obtained from expert depth Information technology human resources
interview and the analysis and synthesis are increasing continuously due to the
of 12 models of e-Training Strategy in growth of information technology. At
order to develop the outline of present, there are many knowledgeable and
e-Training Strategy for Information capable personnel in information
Technology Security Model. Step technology both in private and public
3- Primary assessment of the outline of sectors proven by a large numbers of
e-Training Strategy for Information graduates, but Thailand still lacks of
Technology Security Model by 5 experts. skillful information technology personnel
Step 4-Evaluation of the outline of both quantitatively and qualitatively
e-Training Strategy for Information (Ministry of ICT., 2009). Further to
Technology Security Model by 21 findings from the survey of 403,842
experts. Step 5-Further to the analysis information technology personnel working
by experts, it had found that e-Training in private and public sectors, it had shown
Strategy for Information Technology that among these people, 115,531
Security Model consisted of personnel were classified as highly skillful
6 components namely Planning, personnel and 59,513 personnel were
Analyzing, Designing, Developing, Role bachelor graduated and higher (National
Playing, and Evaluation. Statistical Office, 2009). In the meantime,
there were only 1,443 personnel who were
Keywords classified as highly skillful or specialist in
e-Training Strategy, e-Training Strategy information technology security (National
for Information Technology Security, Statistical Office, 2010). The Ministry of
Information Technology Security, Online ICT, therefore, had assigned the
Training development of human resources in
information technology security as one of
1) INTRODUCTION the five urgent strategies to prompt and
strengthen country development. It is
“Human” is the most significant drawback necessary to develop certified human
of security system that causes determined resources in information technology
policy, standard, advice and procedure security who are accredited internationally.
ineffective (Ministry of ICT., 2007, Dark, The project of creating awareness on
2007). The information technology and national information technology security

- Proceedings 231 -

and the project of information technology enormous data and information. It also
allows two way communications among
security and communication training, teachers and learners. This new learning
model will provide good opportunity for
therefore, became urgent procedures of long life learning, and it is suitable for
mentoring teaching strategy rather than
national ICT model scheme through create teacher based teaching (Jokel and
Karlsudd, 2007). The new learning model
awareness and training, since the numbers also complies with the Eleventh National
Economic and Social Development Plan
of skillful and experienced human which focused on people as the center of
development for sustaining long life
resources in systematic security learning society. The researcher was aware
of the importance of e-Training Strategy
management are still insufficient. By next for information technology security model
and was interested in developing it to solve
decade, Thailand will need over 10,000 the information technology security human
resource shortage problem that had never
professionals in information technology been studied before

security. It is, therefore, necessary for 2) RESEARCH OBJECTIVES

Thailand to have precise goals of To develop e-Training Strategy for
Information Technology Security Model.
systematic training and certification
3) LITERATURE REVIEW
administration. So we will have human
(Sittiwong, 2006), had developed
resources to take care of corporate e-Training workshop model for teacher had
found that e-Training workshop model for
information technology security or to give teacher consisted of analysis, design and
development, transmission and model
counseling about information technology evaluation of e-Training model.
(Rattaman, 2008), had developed web
security to local and foreign enterprises based Training model and found that
overall trainees highly needed web based
(Ministry of ICT., 2007). Further to the Training, post training achievement was
higher and overall trainees were highly
joining of Asian Free Trade Area in 2015, satisfied with web based Training. (Mohd
Nordin, and Other, 2007), had studied the
information technology will be affected in application of open source software to
design and develop online leadership and
terms of transferring or exchanging of educational administration lessons based
on Moodle’s on-line lesson development
labor, business, investment and model, and they had found that the
developed lessons were successful to
information and knowledge (Ministry of promote higher education teaching and
learning. In addition, the developed model
ICT., 2010). The movement will encourage could support educational institutes in
designing and developing online lessons as
skillful information technology personnel

to be employed by foreign companies and

lead to labor shortage in the local industry.

It is, therefore, necessary for the

government to determine precise goals of

awareness creation and training in order to

enable human resources to manage

information technology security

effectively. This can be achieved by

increasing the numbers of workforce who

graduated bachelor degree or obtained

internationally accredited training

(Ministry of ICT., 2009). Information

technology was increasingly applied and

adapted for educational management,

passing on knowledge and training in the

form of e-Training. It is the learning

method which is flexible, cost saving and

highly independent of time (Jokela,

Karlsudd, 2007, Kavathatzopoulos, 2003).

Internet based learning improves learning

performance by computers and information

technology devices (Jalal, and Mian

Ahmad Zeb, 2008). Information

technology is effective to manage

- Proceedings 232 -

well. (Kim and Choi, 2002)., had analyzed e-Training Strategy from 12 models of
training process. Analysis and synthesis,
professional learning needs among then, was applied to develop the structure
of e-Training Strategy for Information
information technology security managers Technology Security Model which was
evaluated by research advisor and co-
(ISMs) in Korea and found two highest advisors and revised later on.
Step 3- To evaluate the structure of
ranked learning needs as the development e-Training Strategy for Information
Technology Security Model initially by 5
of information technology security and the experts and revise.
Step 4- To evaluate the structure of
development of information technology e-Training Strategy for Information
Technology Security Model by 21 experts.
security evaluation. Further to the analysis Step 5- To develop e-Training Strategy for
Information Technology Security Model
of professional learning needs among based on structural evaluation of
e-Training Strategy for Information
information technology security developers Technology Security Model by experts.

(ISSDs) had found three significant

technical knowledge including information

technology security technology,

information technology and system

hacking technology. (Clarke, Lewis, Cole,

and Ringrose, 2005), had studied about

strategies to improve e-Training to increase

the opportunity to learn among personnel

in health and sanitation organizations.

They had found that health and sanitary

e-Training could improve learning 5) RESULTS

opportunity and facilitate health and

sanitation organization to train their e-Training Strategy for Information

personnel in different locations. Technology Security Model included

Integrating learning was the most suitable (Wilson and Hash, 2003, Department of

learning strategy. Significant requirements the Air Force, 1993, Moskowitz, 2008,

of this learning strategy was the intention Rossett, 2002, Blanchard and Tracker,

to save time and cost, meanwhile, its 2010, United States Marine Corp., 2004,

progress depended on how well did the European Training Foundation, 2009,

organization proceeded. Bozarth, 2008, International Society for

Performance Improvement, 2002,

4) RESEARCH METHODOLOGY Sintapanon, S. and Other, 2011, Jaitueng,

2010, Khammani, 2010)

This study aimed to develop e-Training 1. Planning
Strategy for Information Technology
Security Model. Population and sampling 1.1 To determine and prepare ideas of
group included 3 groups of expert. Group 1
included 8 e-Training Strategy Experts. e-Training in order to come up with the
Group 2 included 5 e-Training strategy
structural development experts. Group 3 best idea as guideline of e-Training
included 21 e-Training Strategy structural
evaluation experts. Research methodology procedure and its limitation.
included 5 stages as below;
Step 1- To draft depth interview for experts 1.2 To generate administration and
which was later reviewed by research
advisor and co-advisor. Finally, 8 experts evaluation plans of e-Training in order to
were interviewed.
Step 2- To analyze and synthesize data ensure that we could control e-Training
gathered from depth interview with 8
experts and to analyze and synthesize process effectively, timely and under

budget. These plans should consist of

sufficient data to administer and evaluate

the effective e-Training program.

2. Analyzing

2.1 Trainee analysis refers to collect,

analyze and evaluate data of knowledge,

understanding, attitude, expectation,

perception or feeling, idea, skill and ability

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about information technology security of 3.3 Designing e-Training consisted of e-
trainees. Trainee analysis results were Training planning, training material
afterward applied as guideline of e- content, role play situation and designing
Training and reduce the gap between e-Training evaluation.
current knowledge and ability among the 4. Developing
trainees and their actually required 4.1 Developing and testing online
knowledge and ability. e-Training
2.2 Content and resource analysis refers to 4.2 Developing e-Training content
determination and evaluation of feedback 4.3 Developing and testing training
effectiveness and efficiency of material
circumstances related to the organization 4.4 Developing role play situation
and human resources, information 4.5 Developing e-Training evaluation
technology security and communication, 5. Role Playing
task and responsibility of human resource, 5.1 Theoretical e-Training consisted of pre
working tool and equipment, resources training activity, during training activity
used in developing e-Training, along with and post training activity.
cost, time and limitation of resources. 5.2 E-Training role play consisted of role
2.3 e-Training Content Analysis play introduction, role play performance,
2.4 Problem analysis or role play analysis post role play performance learning
refers to the analysis of possible problem exchange and discussion.
or question for information technology 6. Evaluation
security role play. It consisted of the 6.1 e-Training follow up was to evaluate
identification of situation, problem or on process or during online e-Training
question for trainees’ learning. activity from the beginning of e-Training
2.5 e-Training Activity Analysis system planning and development to the
2.6 To analyze and determine e-Training final stage of e-Training in order to
role play situation were proceeded when evaluate its feasibility, mistake and
we had got precise problem and objective. difficulty level of each activity.
Then information technology security 6.2 On process e-Training evaluation refers
situation would be described to trainees to the evaluation of e-Training progess.
verbally or literally, so trainees would The result would be used to improve e-
understand the primary online situation. Training quality according to its objective.
3. Designing It also concerned with pre-learning test,
3.1 Online e-Training system was during learning test, exercises, online e-
designing e-Training activity based on e- Training tracking or monitoring according
Training Management System (LMS) with to its specified steps and time frame.
open sourced software including e- 6.3 Post e-Training evaluation refers to
Training registration, e-Training evaluation and conclusion of e-Training
orientation, introduction to e-Training with post-training and learning test. The
lesson and content, testing, follow up and result would be used to grade trainee’s
trainee assessment. achievement, e-Training strategy
3.2 The objective of e-Training and role effectiveness and satisfaction towards e-
play concerned about the determination of Training strategy.
goal or learning objective obtained from e-
Training that complied with its necessity, 6) CONCLUSION
content, working situation and utility.
Chosen e-Training must be the most Information technology security e-Training
suitable for the trainees would obtain is the significant and urgent duty that
maximum knowledge, understanding, private and public sectors must proceed
positive attitude, highest skill and ability. because of high need of information

- Proceedings 234 -

technology human resource. In addition, European Training Foundation. (2009).
newly information technology is E-Learning for Teacher Training:
continually developed that higher from Design to Implement
information technology security is more Handbook for Practitioners.
demanded. Hence, this research was to European Union.
develop e-Training Strategy for
Information Technology Security Model International Society for Performance
that could develop different information Improvement. (2002). ISPI’s
technology security e-Training from the Performance Technology
typical ones. Our model was examined Standards. Maryland: ISPI.
and evaluated by experts and came up with
appropriate e-Training strategy that Jalal, Mian Ahmad Zeb. (2008). Security
consisted of e-Training planning, e- Enhancement for E-Learning Portal.
Training analysis, e-Training design, e- IJCSNS International Journal of
Training development, e-Training role play Computer Science and Network
and e-Training evaluation. Security. 8, 41-45.

Since information technology security Jaitueng, A. (2010). Principle of Teaching.
Bangkok: Odeon Store.
online e-Training was capable to save time
Jokela P., Karlsudd P. (2007). Learning
and cost of e-Training, especially it came with Security. Journal of
Information Technology Education.
up with e-Training role play that enabled 6, 292-309.

trainees to obtain real life working skill Khammani, T. (2010). Science of
Teaching: Knowledge to the
and learn about various case studies of learning process effective.
Bangkok: Chulalongkorn
information technology security University Press.

technology through role play. Kavathatzopoulos I. (2003). The Use of
Information and Communication
7) REFERENCES Technology in the Training for
Ethical Competence in Business.
Blanchard, P., Tracker, J. (2010). Effective Journal of Business Ethics. 48,
Training Systems, Strategies, and 43–51.
Practices. USA: Pearson Education.
Kim, S., Choi, M. (2002). Education
Bozarth, J. (2008). From Analysis to Requirment Analysis for
Evaluation Tool, Tips, and Information Security Professionals
Techniques for Trainers. USA: in Korea. Journal of Information
John Willey and Son. Technology Education. 13,
237-248.
Clarke, A., Lewis, D., Cole I., & Ringrose,
L. (2005). A strategic approach to Ministry of ICT. (2007). National ICT
developing e-learning capability for Security Master Plan in 2007.
healthcare. Health Information Bangkok: The Office of Ministry of
and Libraries Journal. 22, 33-41. ICT.

Dark, M. (2007). Security Education, Ministry of ICT. (2009). Thailand
Training, and Awareness from a National ICT Master Plan (v.2)
Human Performance Technology in 2010-2013.
Point of View. CERIAS Tech
Report 2007-91. West Lafayette: Ministry of ICT. (2010). Thailand
Purdue University. National ICT Policy Framework
in 2011-2020.
Department of the Air Force. (1993). AF
Manual 36-2234. USA:
Headquarters U.S. Air Force.

- Proceedings 235 -

Mohd Nordin, N., and Other. (2007).
Using an Open Source Software to
Design and Development an Online
Learning Material in Education
Management and Leadership.
Malaysia: Universitti Kebangsaan,

Moskowitz, M. (2008). A Practical Guide
to Training and Development.
USA: Wiley & Sons.

National Statistical Office. (2009).
Summary of the key functions of
information technology and
communications in 2008. Bangkok:
Labor Statistic Group.

National Statistical Office. (2010). Survey
of information technology and
communication in the workplace
in 2009. Bangkok: Office of
Economic and Social Statistics.

Rattaman, J. (2008). The Development of
a Web Based Training Model.
Doctoral Dissertation. Bangkok:
Ramkhamhaeng University.

Rossett, A. (2002). The ASTD E-Learning
Handbook Best Practices,
Strategies, and Case Study for an
Emerging Field. USA: McGraw-
Hill.

Sintapanon, S. and Other (2011). Teaching
Method: The reform of education to
improve the quality of youth.
Bangkok: Technique Printing.

Sittiwong, T. (2006). A Study of a
Practical Training Model through
the Internet for In-service Teachers.
Doctoral Dissertation Bangkok:
Srinakharinwirot University.

United States Marine Corp. (2004).
Systems Approach to Training.
USA: Commanding General
Training Command.

Wilson M., Hash J., (2003). Building an
Information Security Awareness
and Training Program.
Gaithersburg: NIST.

- Proceedings 236 -

AAS : Algorithm Analysis Service for Computer Science e-Learning

Tanin Krajangthong and Somchai Prasitjutrakul
Department of Computer Engineering, Chulalongkorn University, Bangkok, Thailand

([email protected], [email protected])

ABSTRACT 1) INTRODUCTION

This paper presents an e-Learning An algorithm is a sequence of compu-
service for experimental analysis of tational steps that transforms input into
computer algorithms. Design and ana- output of a given problem. It is a tool for
lysis of algorithm is one of the core solving well-defined computational pro-
knowledge units in Computer Science blem (Cormen et al., 2009). When writing
curriculum. We usually analyze algo- non-trivial computer programs, program-
rithms to determine their running time mers need to design algorithms before
as a function of input sizes. The analysis coding the programs. Since solving a given
can be done mathematically and experi- problem may be done using many different
mentally. Mathematical analysis is algorithms, programmers must be able to
usually considered to be a complex analyze each algorithm to determine its
process for novices. Experimental ana- efficiency. We usually analyze an algo-
lysis can be used to verify the mathe- rithm to determine its execution time and
matical analysis result and sometimes memory space as a function of input size.
exposes algorithm insight. Algorithm Algorithm analysis can be done mathe-
Analysis Service (AAS) presented in this matically and experimentally (Sedgewick
paper is a web application accepting the and Flajolet, 1996). To mathematically
algorithm under study and experimental analyze an algorithm is to formulate a
parameters, performing the experiments mathematical function representing its
and showing experimental results. AAS behavior. Execution counts of key opera-
accepts algorithms written as a Java tions in the algorithm are usually used to
program. It also accepts experimental represent time efficiency. For example, a
parameters such as range of input sizes simple data sorting algorithm called
and input characteristics. Experimental Selection Sort uses n(n – 1)/2 data com-
results are shown as a line plot of parisons (Cormen et al., 2009) where n is
execution counts versus input size along the number of data to be sorted.
with their correlation using curve fitting.
In addition, an instruction-execution- Algorithm analysis is therefore a very
count histogram is also shown adjacent crucial core knowledge unit. It is one of the
to the source code for better visuali- required knowledge units in the latest
zation. Experiments are performed in ACM Computer Science Curriculum
full-speed using a source code instru- (ACM, 2008). However, mathematical
mentation technique so that large-size analysis is usually perceived as a hard
data set can be used. Users can use AAS topic. Fortunately, algorithms can be
via a web form or REST web service analyzed experimentally by writing a
protocol. Students can use AAS to program implementing an algorithm of
experimentally analyze standard text- interest, executing the program using
book algorithms or their own designed various different kinds and sizes of inputs,
algorithms to expose their pros and cons. measuring resources used and finally
plotting the data as a graph to visualize the
Keywords relationship of execution counts and input
algorithm analysis, experimental analysis sizes. This usually leads to some insight of

- Proceedings 237 -

algorithm behavior (Brassard and Bratley operations to be profiled is not an easy task
1996). especially for students or novices.

This paper presents an e-Learning service 3) AAS
called Algorithm Analysis Service (AAS)
facilitating many cumbersome and time- To use the mentioned profiling tools, users
consuming tasks in experimental analysis are required to install the tools and go
of algorithms. The system relies on a through some complex setup procedures.
source-code level instrumentation tech- This leads to an idea of developing a web-
nique to insert counters into the source based service for experimental algorithm
code automatically. AAS provides the analysis called AAS that requires only a
service via web form or via a simple REST web browser to use the system. In addition,
protocol. The experimental results are the system instruments a given Java
shown as line graphs and histograms on the program by inserting counting instruction
web page. For a very time-consuming next to every instruction of the program at
experiment, the system provides an option the source-code level so that heavy
to send email notification when the resource intensive instructions can be
experiment is done. easily identified.

The paper is organized as follows. Section The internal structure of AAS is shown in
2 presents related work in tools used in Figure 1. AAS accepts a Java program
experimental analysis. Section 3 explains along with a set of experimental para-
the internal structure of our AAS system. meters via a web form. The Java program
Examples are shown in Section 4. The is instrumented with counting instructions
paper concludes in Section 5. and then fed to our own JProfile101
controller engine. Since JProfile101 only
2) RELATED WORK profiles instructions tagged with system-
specific counting instructions, the instru-
Profiler is a tool for resource usage mentation process simply tags all instruc-
analysis during program execution (Liang tions in the Java program with the counting
& Viswanathan, 1999). In Java platform, instructions before feeding to JProfile101
profiler collects data using JVMPI (Java to perform experiments. After the experi-
Profiling Interface) and JVMTI (JVM Tool ment is done, all the profiling data are read
Interface) (Hunt and Binu 2011). The tools back to AAS for further analysis. The
do not support profiling performance at system presents experimental results in
instruction level. form of graphical views in web pages back
to the user.
JP (Binde & Hulaas, 2006) and ByCounter
(Kuperberg, Krogmann and Reussner, web AAS
2008) are two profiling tools at byte code form
level. The tools can measure overall web Web profiling instrumented
efficiency of the program, but they do not page Server data source code
measure counts at each individual
instruction. JSON JProfile101
JSON
JProfile101 (Nilla-or & Prasitjutrakul,
2009) is a source-code level profiler which Figure 1: Overall AAS
requires users to manually insert specific
counting instructions at operations of
interests. However, specifying which

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3.1) Input 3.2) Output
The profiling data are analyzed and
Experiment inputs are entered via a web presented in two different views; a
form as shown in Figure 2. They consist of histogram and a line graph, as shown in
a source-code of Java method in a text area Figure 3 and Figure 4, respectively.
and a set of experimental parameters such
as: Figure 3: A histogram shows execution
 The name of experiment. count frequency of each instruction.
 input data generator such as

o RandomIntArray
o SortedIntArray
o ReverseIntArray
 Range of input sizes specified as From,
To, and Step parameters.
 The number of repeats for each data
size (this is used for average case
analysis).
 curve fitting option
 Email used for notification when the
experiment has completed.

Figure 2: A web form for system input. Figure 4: A line graph shows the relation-
ship of execution counts and input size.

The histogram shows how frequent each
instruction gets executed compared to
others. This shows hotspot areas of the
program where most of the running time
was spent during execution. The line plot
presents the relationships of execution
counts as a function of input size. The
system also tries to fit a set of standard

- Proceedings 239 -

curves (e.g., log n, n, n log n, n2, n3) to the Figure 6 and 7. Figure 7 exhibits a
output data and shows the most fitted curve. quadratic function as being confirmed from
curve fitting provided from the system at
3.3) REST Web Service the bottom of the graph (specified as
Power2_FIT).
AAS allows users to interact with the
system via web forms as previously 11)public int[] bubbleSort(int[] data) {
described. The service can also be called 12) for (int i = 0; i < data.length; i++) {
and interfaced with other services via 13) for (int j = i; j < data.length; j++){
REST protocol (Allamaraju, 2010) (See 14) if (data[i] > data[j]) {
Figure 1). Interfacing with the service is 15) int temp = data[i];
easily done using URL address in the 16) data[i] = data[j];
following format: 17) data[j] = temp;
18) }
http://servername/AAS/AASServ.svc/ 19) }
profile?attr=JSON 20) }
21) return data;
where servername is a valid server name 22)}
hosting the AAS and JSON is an input Figure 5: BubbleSort.
parameters of the experiment written in
JSON format (Allamaraju, 2010). For Figure 6: Histogram of execution counts in
example, a simple experiment for finding BubbleSort (n = 100).
maximum element can be written as
follows: Figure 7: Execution counts as a function of
input size for BubbleSort.
{"codeMethod":"int max(int[] d) {
int m = d[0];
for (int i = 1; i \u003c d.length; i++)
if (m \u003c d[i]) m = d[i];
return m;}",

"strInputClsArray":["RandomIntArray"],
"fromVal":100,"toVal":1000,"stepVal":1,
"repeatVal":200,"curveFitting":true}

When the experiment has completed, AAS
also responds back to the caller with a
JSON object specifying the URL address
of the two result views such as:

{"urlResult":"http://192.168.0.20/AAS/Out
put.aspx?expName=Exp2012032703452"}

4) EXAMPLES

4.1) Bubble Sort

A very simple sorting algorithm (usually
introduced in the first programming
course) is bubble sort. This algorithm
swaps adjacent data whose orders are
incorrect as shown in Figure 5. The
experimental result views are shown in

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4.2) Insertion Sort Figure 10: Execution counts as a function
of input size for InsertionSort.
Another simple and useful algorithm in
practice for sorting small size data is 5) CONCLUSIONS
Insertion Sort shown in Figure 8. The
control structure of Inserting Sort is more The Algorithm Analysis Service (AAS)
complicated than that of Bubble Sort. It presented in this paper can be used as an e-
inserts a new element to the left of them in Learning tool for experimental analysis of
the sequence so that the result after being algorithms in several courses in Computer
inserted is sorted. Iterating the insertion Science and Engineering curriculum. The
process from the 2nd element to the last system utilizes web interface and protocol
makes the whole sequence sorted. so that users only need a web browser to
Experimental result views are shown in use the system without any requirement to
Figure 9 and 10. Although the line graph install any extra program development or
shows the same quadratic behavior as program analysis software. Profiling is
Bubble Sort, the exact execution counts are done by instrumenting every instruction of
largely different. This is confirmed by a program under study so that the system
comparing the execution counts of each can gather execution counts of all
instruction in the histogram of Figure 6 and instructions. The experimental results are
9 where n = 100. shown as a histogram of execution counts
and a line plot of execution counts as a
11)public int[] insertionSort(int[] data) { function of input size. The system can be
12) used in class, in laboratory or in doing
13) for (int i = 1; i < data.length; i++) { assignments.
14) int j = i;
15) int temp = data[i]; REFERENCES
16) while (j > 0) {
17) if (data[j - 1] < temp) { ACM (2008), Computer Science Curr., ACM.
18) break; Allamaraju, S. (2010), RESTful Web
19) }
20) data[j] = data[j - 1]; Services Cookbook: Solutions for
21) j--; Improving Scalability and Simplicity,
22) } Yahoo press.
23) data[j] = temp; Brassard, G. & Bratley, P. (1996),
24) } Fundamentals of Algorithmics,
25) return data; Prentice Hall.
26)}
Figure 8: InsertionSort.

Figure 9: Histogram of execution counts in
InsertionSort (n = 100).

- Proceedings 241 -

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