Development of Student’s Research Skills Using Social Networks and Ubiquitous ... · 2016-11-16 · Development of Student’s Research Skills Using Social Networks and Ubiquitous

International Journal of the Computer, the Internet and Management Vol.23 No.3 (September-December, 2015) pp. 81-88

81

Development of Student’s Research Skills

Using Social Networks and Ubiquitous

Learning in Flipped Classroom

Pathapong Pongpatrakant

Loei Rajabhat University, Thailand

[email protected], www.lru.ac.th

Abstract - The purposes of this research

were 1) to evaluate quality of the

Programming Application for Statistics and

Research course for research based

learning using social networks and

ubiquitous learning in the flipped

classroom, 2) to study learning achievement

of students of the Programming Application

for Statistics and Research course for

research based learning using social

networks and ubiquitous learning in the

flipped classroom, 3) to evaluate learning

activities of students by using authentic

assessment, 4) to compare of learning

achievement between the experimental

group and control group, and 5) to study

students' satisfaction the Programming

Application for Statistics and Research

course for research based learning using

social networks and ubiquitous learning in

the flipped classroom. The samples were 15

experts group including 5 experts for

evaluating the instructional model, 5

content experts, 5 technique and method

experts, Student group: 80 students of

Faculty of Education at Loei Rajabhat

University, assigned into 2 groups

including: 40 students as the experimental

group, and 40 students as the control group.

Percentage, arithmetic mean, standard

deviation, t-test, E1/E2, and correlation were

used to analyze the data. The findings of the

study were as follows: The student's

research skills were in 6 areas; 1) Embark

and Clarify, 2) Find and Generate, 3)

Evaluate and Reflect, 4) Organize and

Manage, 5) Analyze and Synthesize, and 6)

Communicate and Apply. The results of

evaluating the instructional model experts

showed that the mean were 4.43 at high

level, the content experts showed that the

mean were 4.45 at high level, and the

technique and method experts showed that

the mean were 4.60 at the highest level.

Tools used in this study consisted of develop

research skills, competency test, and

collaboration online learning activities in 8

chapters. The result of assessment students’

evaluation of the course was 4.45, which was

at high level. The comparison of learning

achievement between the experimental

group and control group, we found that the

experimental group had their average

scores from the posttest higher than those of

the control group at a statistical significance

of .05 level and the effectiveness of the

experimental group was 85.38/88.03 which

higher than the control group was

72.96/76.35. The result of students'

satisfaction was 4.51, which was at the

highest level. It could be concluded that the


Research course for research based learning

using social networks and ubiquitous

learning in the flipped classroom can be

rated as highly appropriate and applicable.

Keywords - Ubiquitous Learning, Flipped

Classroom, Research Based Learning

I. INTRODUCTION

As the use of internet based applications

that are provided through the use of cloud

technology grows, so does the need for

education to keep up with such advances in the

use of internet. Therefore, internet based

learning as a formal means of education,

Development of Student’s Research Skills Using Social Networks and Ubiquitous Learning in Flipped Classroom


82

through a branch of e-learning, will have to

use cloud technology to improve the quality of

service, bring down costs that are related with

education and online courses etc. [1]. In order

to be able to discuss what benefits cloud

computing technology, social networks and

ubiquitous learning can bring to e-learning

platforms and online education we must first

discuss what cloud computing is and what are

the benefits and drawbacks of using such

technology. Furthermore, we must also discuss

which parts of cloud computing are beneficial

and are recommended to be used in

combination with online learning.

One of the current educational trends in 21st

Century skills to changes the role of students

from being passive receivers of information to

active learners. This approach is often referred

to as the flipped classroom, both of students

and teachers actively engage in the teaching

and learning processes. The teacher uses

interact ive, teacher -created learning

technologies to deliver the lessons to the

students outside regular class hours, thus

reducing lecture hours inside classroom.

Through these learning technologies and

instructional methods, the students can have

greater control over their own learning. They

can learn at their own place, individually or

with co-learners – anytime and anywhere as

long as they have access to the media.

Meanwhile, instructional activities such as

homework, exercises and projects are

conducted during regular class hours to assess

what students have learned. These allow the

teachers to spend more time working with the

students at the individual or group level. In-

class activities are designed to develop

student’ higher order thinking skills ,

encourage active learning, and enhance social

networks and ubiquitous learning interaction

and collaboration among students. In simple

terms, flipping the class means that class hours

are allotted for hands-on activities while actual

lessons are given as homework for students

[2].

II. RESEARCH OBJECTIVES

The purposes of this research were to:

1. evaluate quality of the Programming

Application for Statistics and Research course

for research based learning using social

networks and ubiquitous learning in the

flipped classroom.

2. study learning achievement of students

of the Programming Application for Statistics

and Research course for research based

learning using social networks and ubiquitous

learning in the flipped classroom.

3. evaluate learning activities of students

by using authentic assessment.

4. compare of learning achievement

between the experimental group and control

group.

5. study students' sat isfact ion the



using social networks and ubiquitous learning

in the flipped classroom.

III. SCOPE OF RESEARCH

The research in this study focused on the

learning outcomes using Google drive and

Social media such as Facebook, Google for

Educat ion, YouTube and Kahoot

Gamification. Contents and traditional method

course of information technology for life

subject to promote systems thinking for

undergraduate students enrolled during the

first semester of academic year 2015 in Loei

Rajabhat University.

The samples were 15 experts group

including 5 experts for evaluat ing the

instructional model, 5 content experts, 5

technique and method experts, Student group:

80 students of Faculty of Education at Loei

Rajabhat University, assigned into 2 groups

including: 40 students as the experimental

group, and 40 students as the control group.

This treatment planning shown in Fig. 1 [3].



83

E (R) O1 X O2

C (R) O1 - O2

Fig 1. Treatment Planning

X = Social Networks and Ubiquitous

Learning in Flipped Classroom, R = Random

assignment, E = Experimental group, C =

Control group, O1 = Pretest, O2 = Posttest

IV. CONCEPTUAL FRAMEWORK

A. Incorporating Bloom’s Taxonomy

Bloom’s Taxonomy, originally published in

1956, gave explicit definitions for each of the

major categories in the cognitive domain.

Instructors create learning outcomes based on

the Taxonomy because it offers a

straightforward way to align particular student

actions to the various levels of the cognitive

domain [4].

Fig 2. Bloom's Taxonomy Staircase

(Source:http://www.learningsolutionsmag.com/articles/110

5/elearning-guild-research-reconsidering-blooms-taxonomy-old-and-new)

B. Social Media and Bloom’s Revised

Taxonomy

Using social media in the classroom can

help students understand how to utilize these

applications in both a professional and

educational setting. After taking a course on

online identity management, a student said he

is now more thoughtful about what he posts

online and how his posts will be received [5].

In addition to reevaluating how they manage

their online reputation, students can begin to

learn how to manage the constant stream of

information available at their fingertips.

Finally, the use of social media in the

classroom can actively engage students in and

with course content. By using Bloom’s revised

taxonomy as a guide for act ivity and

assignment development, students complete

increasingly complex tasks throughout the

semester. Structuring activities in such a

manner places the focus on transferable

knowledge and allows the instructor to learn

more about the social media site as the

semester progresses just as the students do.

The tasks are not only complex in how

students engage with course concepts, but also

how they engage with and use the social media

platform. By asking students to create content

on social media rather than simply passively

consume instructors are able to help students

see the potential value of social media and the

opportunities that exist within for lifelong

learning and professional and personal

correspondence [6].

C. Conceptual Framework for the Research Conceptual framework for the learning

activities in social networks and ubiquitous

learning in flipped classroom as shown below.

Fig 3. Conceptual Framework

a. Embark & Clarify (Curious)

Respond to or initiate research and clarify or

determine what knowledge is required,

heeding ethical/cultural and social/team

considerations.

b. Find & Generate (Determined)

Find and generate needed information/data

using appropriate methodology.

c. Evaluate & Reflect (Discerning)

Determine and critique the degree of

credibility of selected sources

and of data generated, and reflect on the

research processes used.

d. Organise & Manage (Harmonising)

Organise information and data to reveal

patterns and themes, and manage teams and

research processes.

e. Analyse & Synthesise (Creative)

Analyse information/data critically and

synthesise new knowledge to produce

coherent individual/team understandings.

f. Communicate and Apply (Constructive)

Write, present and perform the processes,

understandings and applications of the

research, and respond to feedback, accounting

for ethical, social and cultural (ESC) issues.

Research Skill Development in Bloom s

Taxonomy

Social networking and collaboration

Collaboration includes additional behaviors

that build on the basic connections that are the

result of networking / internet

Ubiquitous Learning

Ubiquitous learning is often simply defined as

learning anywhere, anytime and is therefore

closely associated with mobile technologies.

The portability of computers and computing

devices has blurred the traditional lines

between formal and informal learning.

Online Learning in Flipped Classroom

Learning Activities in Social Networks and

Ubiquitous Learning in Flipped Classroom

Learning Achievement

Students satisfaction



84

V. RESEARCH METHODOLOGY

This study consisted of three phases [7].

Phase 1 - The learning model was

synthesized in developing the Flipped

Classroom Design Model. In evaluating the

model were conducted with five experts’

evaluation of the instructional model were

surveyed to assess the model following

evaluation criteria: usefulness, relevance, level

of satisfaction for each phase, clarity of each

phase, attractiveness of the overall layout or

design, and ease of implementation. The

results of the survey were analyzed using

weighted means.

Phase 2 - Tools for the online learning

using Facebook, Google for Education,

YouTube, and Kahoot for Gamification. In

evaluating the contents were conducted with

five experts’ contents following eight chapters:

Introduction to research and questionnaire,

data preparation and descriptive statistics,

programming application for statistics and

research, T-test analysis, ANOVA analysis,

measuring correlation, linear regression, and

assessment of research tools. In evaluating the

technique and method were conducted with

five experts’ technique and method following

six criteria: course design, instructional design,

instructional materials, navigation and access,

research skill tools, and flipped classroom

tools. The results of the survey were analyzed

using weighted means.

Phase 3 - The research skills using social

networks and ubiquitous learning in flipped

classroom used to 80 students of Faculty of

Educat ion at Loei Rajabhat University,

assigned into 2 groups including: 40 students

as the experimental group, and 40 students as

the control group. In-class activities and tools

shown in Fig. 1 - Fig. 10.

Fig 4. In-Class Activities for Flipped Classroom

Fig 5. Social Networks for Education Using Facebook

Fig 6. Group Communication Online



85

Fig 7. Data Storage on Google Drive

Fig 8. Online Testing Using Ubiquitous Learning

Fig 9. Collaborative Learning on Google Drive

Fig 10. Online Evaluation Scoreboard

VI. RESEARCH FINDINGS

A. The results of experts’ evaluation of the



using social networks and ubiquitous

learning in the flipped classroom

The findings of the study were as follows:

The results of experts’ evaluation of the

instructional model showed in table I.

TABLE I

SUMMARY OF EXPERTS’ EVALUATION

OF THE INSTRUCTIONAL MODEL

Criteria Mean S.D. Suitability

Usefulness of the model 4.60 .55 Highest

Relevance of the model 4.40 .55 High

Level of satisfaction for

each phase 4.40 .55 High

Clarity of each phase of

the model 4.60 .55 High

Attractiveness of the

overall layout or design 4.40 .55 High

Ease of Implementation 4.20 .45 High

Overall Weighted Mean 4.43 .53 High

On the table I, The maximum mean was

usefulness of the model and clarity of each

phase of the model were at the highest level

(Mean = 4.60 S.D. = .55) and overall weighted

mean was at high level (Mean = 4.43 S.D. =

.53).

The results of experts’ contents showed in

table II.



86

TABLE II

SUMMARY OF EXPERTS’ CONTENTS

Chapters Mean S.D. Suitability

Introduction to Research

and Questionnaire 4.60 .55 Highest

Data Preparation and

Descriptive Statistics 4.40 .55 High

Programming

Application for Statistics

and Research

4.60 .55 Highest

T-test analysis 4.60 .55 Highest

ANOVA analysis 4.40 .55 High

Measuring Correlation 4.40 .55 High

Linear Regression 4.20 .45 High

Assessment of research

tools 4.40 .55 High


On the table II, The maximum mean was

introduction to research and questionnaire,

programming application for statistics and

research, and T-test analysis was at the highest

level (Mean = 4.60 S.D. = .55) and overall

weighted mean was at the high level (Mean =

4.45 S.D. = .54).

The results of experts’ technique and

method showed in table III.

TABLE III

SUMMARY OF EXPERTS’ TECHNIQUE

AND METHOD


Course design 4.60 .55 Highest

Instructional design 4.60 .55 Highest

Instructional materials 4.60 .55 Highest

Navigation and access 4.40 .55 High

Research skill tools 4.80 .45 Highest

Flipped classroom tools 4.60 .55 Highest

Overall Weighted Mean 4.60 .53 Highest

On the table III, The maximum mean was

research skill tools was at the highest level


mean was at the highest level (Mean = 4.60

S.D. = .53).

B. Study learning achievement of students of

the Programming Application for Statistics

and Research course for research based

learning using social networks and

ubiquitous learning in the flipped classroom Students’ evaluation of the course of the


Research for research based learning using

social networks and ubiquitous learning in the

flipped classroom shown in Table IV.

TABLE IV

SUMMARY OF STUDENTS’ EVALUATION

OF THE COURSE


Course design 4.38 .49 High

Instructional design 4.60 .50 Highest

Instructional materials 4.48 .51 High

Navigation and access 4.40 .50 High

Learning Activities 4.38 .49 High


On the table IV, The maximum mean was

instructional design was at the highest level


mean was at the highest level (Mean = 4.45

S.D. = .50).

The student's research skills were in 6

areas; 1) Embark and Clarify, 2) Find and

Generate, 3) Evaluate and Reflect, 4) Organize

and Manage, 5) Analyze and Synthesize, and

6) Communicate and Apply. The results of

evaluation of research skills shown in Table V.



87

TABLE V

EVALUATION OF RESEARCH SKILLS USING

SOCIAL NETWORKS AND UBIQUITOUS

LEARNING IN FLIPPED CLASSROOM

Research

Skills

Control

group (CG)

Experiment

group (EG) E1/E2 [8]

form

ative

(30)

Post

(50)

form

ative

(30)

Post

(50) CG EG

Embark and

Clarify

21.9

6

38.9

2

25.4

3

44.3

2

73.20/

77.84

84.77/

88.64

Find and

Generate

20.4

1

33.6

9

24.3

7

42.5

8

68.03/

67.38

81.23/

85.16

Evaluate and

Reflect

21.6

2

35.4

5

26.5

2

45.6

4

72.07/

70.90

88.40/

91.28

Organize and

Manage

23.5

8

41.0

9

24.3

1

43.3

2

78.60/

82.18

81.03/

86.64

Analyze and

Synthesize

21.5

5

41.4

3

25.6

4

44.5

7

71.83/

82.86

85.47/

89.14

Communicate

and Apply

22.2

1

38.4

6

27.4

2

43.6

5

74.03/

76.92

91.40/

87.30

Total 21.8

9

38.1

7

25.6

2

44.0

1

72.96/

76.35

85.38/

88.03

On the table V, to investigate the

effectiveness of research skills using social

networks and ubiquitous learning in flipped

classroom indicating that the average scores

on formative tests and posttest. The results of

the effectiveness of the experimental group

was 85.38/88.03 which higher than the control

group was 72.96/76.35 given 70/70

benchmark.

TABLE VI

COMPARISON OF PRETEST AND POSTTEST

SCORES BETWEEN GROUP

Test

type

Mean t-test

value p-value

CG EG

Pretest 17.09 17.11 .052 .960

Posttest 38.17 44.01 4.562 .006

* Significant at .05 level

On the table VI, findings revealed that a

significant difference between the posttest

scores (p-value < .05) and the experimental

group had their average scores from the

posttest higher than those of the control group

at a statistical significance of .05 level.

TABLE VII

SUMMARY OF STUDENTS’ SATISFACTION


Instructor 4.43 .50 High

Co-learners 4.45 .50 High

Interaction and Communication

4.75 .44 Highest

Technology 4.48 .51 High

Strategies 4.48 .51 High

Class management 4.55 .50 Highest

Facilities 4.48 .51 High

Overall Weighted

Mean 4.51 .49 Highest

* Significant at .05 level

On the table VII, The maximum mean was

interaction and communication was at the

highest level (Mean = 4.75 S.D. = .44) and

overall weighted mean was at the highest level

(Mean = 4.51 S.D. = .49).

VII. CONCLUSION

AND FUTURE WORK

This research results showed that using

social networks and ubiquitous learning in

flipped classroom was effective to improving

student’s research skills because of technology

is the new ways of teaching, managing and

usage of social media and social networks by

the students on e-leaning platforms. It could be

concluded that the Programming Application

for Statistics and Research course for research

based learning using social networks and

ubiquitous learning in the flipped classroom

can be rated as highly appropriate and

applicable. Present, the ubiquitous computing

technology for learning have important to

educational resources, and diverse pedagogical

tactics to improve the student learning effect

and help students achieve their learning goals.

Our future research will be dedicated to

investigating the differences in educational

affordances between different instructional

environments and open courses using different

learning tools, learning contexts, learning

affect ions, theme-based act ivit ies, and

instructional strategies.



88

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Development of Student’s Research Skills Using Social Networks and Ubiquitous ... · 2016-11-16 · Development of Student’s Research Skills Using Social Networks and Ubiquitous

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