Dr. Pannee Suanpang Dr. Pannee Suanpang Deputy director Deputy director Office of Academic Resources Office of Academic Resources Center and Information Center and Information Technology Technology
Dr. Pannee SuanpangDr. Pannee Suanpang
Deputy director Deputy director
Office of Academic Resources Center Office of Academic Resources Center and Information Technologyand Information Technology
Dr. Pannee SuanpangDr. Pannee Suanpang
Deputy director Deputy director
Office of Academic Resources Center Office of Academic Resources Center and Information Technologyand Information Technology
Presentation OutlinePresentation OutlinePresentation OutlinePresentation Outline e-University at SDUe-University at SDU e-Learning at SDUe-Learning at SDU e-Learning researche-Learning research
Statement of problemsStatement of problems Introduction to online courseIntroduction to online course Methodology (Participants, Procedures, Methodology (Participants, Procedures,
Instruments, Method of data collecting Instruments, Method of data collecting and analysis)and analysis)
ResultsResults DiscussionDiscussion Further researchFurther research
Success factors of e-learning at SDUSuccess factors of e-learning at SDU
e-University at SDUe-University at SDU e-Learning at SDUe-Learning at SDU e-Learning researche-Learning research
Statement of problemsStatement of problems Introduction to online courseIntroduction to online course Methodology (Participants, Procedures, Methodology (Participants, Procedures,
Instruments, Method of data collecting Instruments, Method of data collecting and analysis)and analysis)
ResultsResults DiscussionDiscussion Further researchFurther research
Success factors of e-learning at SDUSuccess factors of e-learning at SDU
Education ReformEducation ReformEducation ReformEducation ReformNational Education Act (NEA) 1999National Education Act (NEA) 1999
Improving efficiency and effectiveness of learningImproving efficiency and effectiveness of learning
Student-CentredStudent-Centred
Problem-Solving and analytical skillsProblem-Solving and analytical skills
Use Information and Communication TechnologyUse Information and Communication Technology
ICT Education Master Plan 2005ICT Education Master Plan 2005 Every students will have access to ICT for learning at Every students will have access to ICT for learning at
reasonable cost and adequate qualityreasonable cost and adequate quality
Integrate technological knowledge and information Integrate technological knowledge and information management skills to develop the ability to analyze, management skills to develop the ability to analyze, think creatively, solve problems and work in teamsthink creatively, solve problems and work in teams
National Education Act (NEA) 1999National Education Act (NEA) 1999 Improving efficiency and effectiveness of learningImproving efficiency and effectiveness of learning
Student-CentredStudent-Centred
Problem-Solving and analytical skillsProblem-Solving and analytical skills
Use Information and Communication TechnologyUse Information and Communication Technology
ICT Education Master Plan 2005ICT Education Master Plan 2005 Every students will have access to ICT for learning at Every students will have access to ICT for learning at
reasonable cost and adequate qualityreasonable cost and adequate quality
Integrate technological knowledge and information Integrate technological knowledge and information management skills to develop the ability to analyze, management skills to develop the ability to analyze, think creatively, solve problems and work in teamsthink creatively, solve problems and work in teams
“Learning anywhere, anytime under the same standard”
President of SDU
Asst Prof. Dr. Sirote Pholpuntin
“Learning anywhere, anytime under the same standard”
President of SDU
Asst Prof. Dr. Sirote Pholpuntin
SDU e-University SDU e-University InitiativeInitiativeSDU e-University SDU e-University InitiativeInitiative
e-University is a campuses-e-University is a campuses-wide initiative of the Suan Dusit wide initiative of the Suan Dusit
Rajabhat University (SDU) to Rajabhat University (SDU) to transform key relationships and transform key relationships and services, as well as academic, services, as well as academic, outreach and business process outreach and business process through the use of the Intranet, through the use of the Intranet, Internet and telecommunication Internet and telecommunication
technologies and practices. technologies and practices.
e-University is a campuses-e-University is a campuses-wide initiative of the Suan Dusit wide initiative of the Suan Dusit
Rajabhat University (SDU) to Rajabhat University (SDU) to transform key relationships and transform key relationships and services, as well as academic, services, as well as academic, outreach and business process outreach and business process through the use of the Intranet, through the use of the Intranet, Internet and telecommunication Internet and telecommunication
technologies and practices. technologies and practices.
e-University at SDUe-University at SDUe-University at SDUe-University at SDU
e-University at SDUe-University at SDU
Student demography: on/off campus
and integration of learning
Creating opportunities for students to
access resources world wide.
The institutional development model
Divisibility and flexibility of the degree
and modularization structure
Computer network management:
internal and outsource
Assessment: examinations, peer and
continuous
Student demography: on/off campus
and integration of learning
Creating opportunities for students to
access resources world wide.
The institutional development model
Divisibility and flexibility of the degree
and modularization structure
Computer network management:
internal and outsource
Assessment: examinations, peer and
continuous
SDU SDU e-University Modele-University Model
e-Learninge-Learning
ee--learning (electronic learning (electronic learning) as a term covering a wide learning) as a term covering a wide set of applications and processes, set of applications and processes, such as Web-based learning (WBI), such as Web-based learning (WBI),
virtual classrooms,virtual classrooms, andand digital digital collaborations. It includes the collaborations. It includes the
delivery of content via the delivery of content via the Intranet/Internet, audio-videotape, Intranet/Internet, audio-videotape,
satellite broadcast, and other satellite broadcast, and other medias. medias.
ee--learning (electronic learning (electronic learning) as a term covering a wide learning) as a term covering a wide set of applications and processes, set of applications and processes, such as Web-based learning (WBI), such as Web-based learning (WBI),
virtual classrooms,virtual classrooms, andand digital digital collaborations. It includes the collaborations. It includes the
delivery of content via the delivery of content via the Intranet/Internet, audio-videotape, Intranet/Internet, audio-videotape,
satellite broadcast, and other satellite broadcast, and other medias. medias.
e-Learning at SDUe-Learning at SDU Easy to build common structures for Easy to build common structures for
information and learning sequencesinformation and learning sequences Develop standard approach for mass Develop standard approach for mass
content content Enables communication between Enables communication between
teacher/student and student/studentteacher/student and student/student Link to external sources of informationLink to external sources of information Provides familiar interface with Web Provides familiar interface with Web
browserbrowser Convenience and flexibility, no need for Convenience and flexibility, no need for
class attendancesclass attendances Immediately feedback Immediately feedback
Easy to build common structures for Easy to build common structures for information and learning sequencesinformation and learning sequences
Develop standard approach for mass Develop standard approach for mass content content
Enables communication between Enables communication between teacher/student and student/studentteacher/student and student/student
Link to external sources of informationLink to external sources of information Provides familiar interface with Web Provides familiar interface with Web
browserbrowser Convenience and flexibility, no need for Convenience and flexibility, no need for
class attendancesclass attendances Immediately feedback Immediately feedback
Research on e-LearningResearch on e-Learning
Encourage development of effective and Encourage development of effective and
efficient course material for Internet deliveryefficient course material for Internet delivery
Improve quality of learningImprove quality of learning
Increase educational opportunities of students Increase educational opportunities of students
in 27 campuses to access to online course and in 27 campuses to access to online course and
virtual libraryvirtual library
Promote philosophy of Promote philosophy of ““Learning anywhere, Learning anywhere,
anytime under the same standardanytime under the same standard”” and become and become
““Cyber UniversityCyber University””
Business statistics Online Business statistics Online CourseCourse
Limited lecture time Difficulties encountered with learning
from Video-conferencing system Difficult to understand statistics
concepts Unable to apply the concepts to real
world and daily life High failure rates Negative attitude toward learning Unsatisfactory experience of learning
Limited lecture time Difficulties encountered with learning
from Video-conferencing system Difficult to understand statistics
concepts Unable to apply the concepts to real
world and daily life High failure rates Negative attitude toward learning Unsatisfactory experience of learning
Research frameworkResearch framework
Online Learning
Learning Outcomes
Attitude towardLearning
Students’ experienceof learning
Instructional Design
Collaborative LearningLearning activities
Studentcharacteristics
System Development Life System Development Life CycleCycle
Plan
Design
Develop & Delivery
EvaluateNext Course
Online Course ContentOnline Course Content
CommunicationsCommunications
CollaborationsCollaborations
Course ToolsCourse Tools
Research methodologyResearch methodology
ParticipantsParticipants
ProceduresProcedures
InstrumentsInstruments
Data collectionData collection
Data analysisData analysis
ParticipantsParticipants
ProceduresProcedures
InstrumentsInstruments
Data collectionData collection
Data analysisData analysis
ParticipantsParticipants
Online campus-basedOnline campus-based Group 1 (n=58)Group 1 (n=58) Group 2 (n=48)Group 2 (n=48)
Online distanceOnline distance Group 6 (n=5)Group 6 (n=5)
Traditional campus-basedTraditional campus-based Group 3 (n=52)Group 3 (n=52) Group 4 (n=63)Group 4 (n=63)
Traditional distanceTraditional distance Group 4 (n=28)Group 4 (n=28)
ProcedureProcedure
OrientationOrientationOrientationOrientation Main researchMain researchMain researchMain research
InstrumentsInstruments
Methods of data Methods of data collectioncollection
Quantitative approachQuantitative approach QuestionnairesQuestionnaires GradesGrades Previous teaching of teachersPrevious teaching of teachers
Qualitative approachQualitative approach Interviews, students’ diaries andInterviews, students’ diaries and
messages from discussion boarmessages from discussion boardd
Quantitative approachQuantitative approach QuestionnairesQuestionnaires GradesGrades Previous teaching of teachersPrevious teaching of teachers
Qualitative approachQualitative approach Interviews, students’ diaries andInterviews, students’ diaries and
messages from discussion boarmessages from discussion boardd
AssessmentAssessment
Traditional Online
Campuses-based Mid-term exam 50% 50%
Final exam 30% 30%Homework 10% 10%Attendance 10% -
Individual project - 5%Group project - 5%
Total 100% 100% Distance-learning
Assignment and homework 60% 60%Final exam 40% 40%
Total 100% 100%
Methods of data analysisMethods of data analysis
Quantitative MethodQuantitative MethodDescriptive statisticsDescriptive statisticsANOVAANOVARegression analysisRegression analysis
Qualitative MethodQualitative MethodContent analysis from interviews, Content analysis from interviews,
students' diaries, and messages from students' diaries, and messages from discussion boarddiscussion board
Quantitative MethodQuantitative MethodDescriptive statisticsDescriptive statisticsANOVAANOVARegression analysisRegression analysis
Qualitative MethodQualitative MethodContent analysis from interviews, Content analysis from interviews,
students' diaries, and messages from students' diaries, and messages from discussion boarddiscussion board
Content Analysis Content Analysis
SocialPresence
CognitivePresence
TeachingPresence
EducationalExperience
SettingClimate
Selectingcontext
SupportingDiscourse
Element of Educational Experience applied from Garrison & Anderson 2003Element of Educational Experience applied from Garrison & Anderson 2003
ResultsResultsGender 70% female
Age 90% 19-21
Highest education 75% High school
Religion 99% Buddhist
Family income 48% 10,000-20,000 (Bh/mth)
Resident 55% other provinces
Employment 80% Not employed
Scholarship 5% Funded
Satisfaction 98% would like to study online in future
Learning OutcomesLearning Outcomes
31.65 26.84 29.10
7.261 7.807 7.914
17.46 14.96 16.14
3.295 4.718 4.285
18.21 14.64 16.33
7.035 6.452 6.951
67.99 59.08 63.35
14.606 10.759 13.480
Mean
S.D.
Mean
S.D.
Mean
S.D.
Mean
S.D.
Midterm exam (50%)
Classwork (20%)
Final exam (30%)
Total (100%)
Online(n=100)
Traditional(n=115) Total
MODE
ANOVA of Total Mark by Mode
Dependent Variable: TOTAL
6865.321a 1 6865.321 64.971 .000
896816.121 1 896816.121 8487.218 .000
6865.321 1 6865.321 64.971 .000
22507.003 213 105.667
919606.313 215
29372.324 214
SourceCorrected Model
Intercept
MODE
Error
Total
Corrected Total
Type III Sumof Squares df Mean Square F Sig.
R Squared = .234 (Adjusted R Squared = .230)a.
Learning OutcomesLearning Outcomes
Number of times accessed
1400120010008006004002000-200
Tota
l ma
rk
100
90
80
70
60
50
40
Log base-2 access
1110987654321To
tal m
ark
100
90
80
70
60
50
40
Regression Analysis Regression Analysis
Attitude toward learningAttitude toward learning
Qualitative ResultQualitative Result
Cognitive presenceCognitive presence Students’ background and prior knowledgeStudents’ background and prior knowledge Students’ perceptions of learning statistical Students’ perceptions of learning statistical
contextcontext Reflective and higher-order thinkingReflective and higher-order thinking
Social PresenceSocial Presence Communication in the learning environmentCommunication in the learning environment Learning environmentLearning environment Collaborative learningCollaborative learning
Teaching PresenceTeaching Presence Course management and teaching techniqueCourse management and teaching technique Technology Technology Role of teachersRole of teachers
Cognitive presenceCognitive presence Students’ background and prior knowledgeStudents’ background and prior knowledge Students’ perceptions of learning statistical Students’ perceptions of learning statistical
contextcontext Reflective and higher-order thinkingReflective and higher-order thinking
Social PresenceSocial Presence Communication in the learning environmentCommunication in the learning environment Learning environmentLearning environment Collaborative learningCollaborative learning
Teaching PresenceTeaching Presence Course management and teaching techniqueCourse management and teaching technique Technology Technology Role of teachersRole of teachers
Qualitative ResultQualitative Result
Cognitive presenceCognitive presence
Required intensive course for Mathematics, general Required intensive course for Mathematics, general
computer and Internet skill and English literacy computer and Internet skill and English literacy
Developed a higher cognitive to comprehend statistics Developed a higher cognitive to comprehend statistics
context, ability to apply statistical ideas in the their daily life, context, ability to apply statistical ideas in the their daily life,
ability of evaluating their own work and level of self-ability of evaluating their own work and level of self-
guidance of their independence learningguidance of their independence learning
Achieved higher scores and certainly much better positive Achieved higher scores and certainly much better positive
attitude and appreciation of the course attitude and appreciation of the course
Qualitative ResultQualitative Result
Social PresenceSocial Presence
Online students had effective way of communication Online students had effective way of communication (asynchronous and synchronous) and have high level of (asynchronous and synchronous) and have high level of interaction between their classmate and teacherinteraction between their classmate and teacher
Online Online collaborative learning offered the opportunities for collaborative learning offered the opportunities for students to share with others their thinking, interpretation, and students to share with others their thinking, interpretation, and reaction to the ideas that are being presented. Students differed reaction to the ideas that are being presented. Students differed in their approaches to this new learning environment where in their approaches to this new learning environment where there are fewer social cues to shape participation, hence, the there are fewer social cues to shape participation, hence, the extent of interdependence and cooperation of each group extent of interdependence and cooperation of each group variedvaried
Qualitative ResultQualitative Result
Teaching presenceTeaching presence
Online were satisfied the course management strategies Online were satisfied the course management strategies and role of teacherand role of teacher
Role of online teacher were changed from dictator Role of online teacher were changed from dictator becoming facilitator, which responsible for providing becoming facilitator, which responsible for providing feedback, guide learning direction, and encouraging student feedback, guide learning direction, and encouraging student to learnto learn
Online student gained advantages of flexibility of Online student gained advantages of flexibility of accessing to the course, which assisted learning process and accessing to the course, which assisted learning process and learning activities more effective and flexibilitylearning activities more effective and flexibility
Teaching presenceTeaching presence
Online were satisfied the course management strategies Online were satisfied the course management strategies and role of teacherand role of teacher
Role of online teacher were changed from dictator Role of online teacher were changed from dictator becoming facilitator, which responsible for providing becoming facilitator, which responsible for providing feedback, guide learning direction, and encouraging student feedback, guide learning direction, and encouraging student to learnto learn
Online student gained advantages of flexibility of Online student gained advantages of flexibility of accessing to the course, which assisted learning process and accessing to the course, which assisted learning process and learning activities more effective and flexibilitylearning activities more effective and flexibility
Conclusion of the Conclusion of the researchresearch
Online course can assist and support student Online course can assist and support student learninglearning
Improve quality of learning and teaching to be Improve quality of learning and teaching to be more effectivemore effective
Increase students’ satisfactionIncrease students’ satisfaction Increase educational opportunities for distant Increase educational opportunities for distant
studentsstudents Support philosophy of Support philosophy of ‘Student-Centred’‘Student-Centred’ and and
‘Learning anywhere, anytime under the same ‘Learning anywhere, anytime under the same standard’standard’
Online course can assist and support student Online course can assist and support student learninglearning
Improve quality of learning and teaching to be Improve quality of learning and teaching to be more effectivemore effective
Increase students’ satisfactionIncrease students’ satisfaction Increase educational opportunities for distant Increase educational opportunities for distant
studentsstudents Support philosophy of Support philosophy of ‘Student-Centred’‘Student-Centred’ and and
‘Learning anywhere, anytime under the same ‘Learning anywhere, anytime under the same standard’standard’
Further ResearchFurther Research
Learning outcomes in other aspects such as grade (Suanpang & Petocz, 2003a)
Student attitudes towards learning in online business statistics (Suanpang, Petocz & Kalceff, 2004)
Learning experiences (Suanpang & Petocz, 2003b)
Instructional design (Suanpang, Petocz & Kalceff, 2003)
Teamwork Vs. Individual online learning (Suanpang, Petocz & Kalceff, 2004)
E-Learning in Thailand (Suanpang & Petocz, 2004)
Learning outcomes in other aspects such as grade (Suanpang & Petocz, 2003a)
Student attitudes towards learning in online business statistics (Suanpang, Petocz & Kalceff, 2004)
Learning experiences (Suanpang & Petocz, 2003b)
Instructional design (Suanpang, Petocz & Kalceff, 2003)
Teamwork Vs. Individual online learning (Suanpang, Petocz & Kalceff, 2004)
E-Learning in Thailand (Suanpang & Petocz, 2004)
K.E.P.T.S Model for K.E.P.T.S Model for success of success of e-Learning at SDUe-Learning at SDU
Knowledge LMS Link to external resources
Environment Organizational culture and policy
People Training skills, services minds and open minds
Technology Scalability Accessibility
System Holistic approaches
Knowledge LMS Link to external resources
Environment Organizational culture and policy
People Training skills, services minds and open minds
Technology Scalability Accessibility
System Holistic approaches
K.E.P.T.S Model for K.E.P.T.S Model for success of success of e-Learning at SDUe-Learning at SDU
Knowledge, Environment, Technology & People harmonize together
Change Management Staff training Appreciation of new skills and soft
skill-management Learning and managing standard IT networks A strong pedagogic rationale
Re-engineering of Work flow
Knowledge, Environment, Technology & People harmonize together
Change Management Staff training Appreciation of new skills and soft
skill-management Learning and managing standard IT networks A strong pedagogic rationale
Re-engineering of Work flow
Future of Future of e-Learning at SDU e-Learning at SDU