e-Learning
in Thailand
STUDENTS’ EXPERIENCE
IN LEARNING BUSINESS
STATISTICS ONLINE IN
THAILAND
PANNEE SUANPANG
Doctor of Technology in Science
DR PETER PETOCZ
ANYONE
ANYWHERE
ANYTIME
Senior lecturer
e-Learning
in Thailand
PRESENTATION OUTLINE
Educational reform in Thailand
ANYONE
ANYWHERE
ANYTIME
Research background
Statement of problems
Introduction to online course
Methodology
Results
Discussion
e-Learning
in Thailand
EDUCATIONAL REFORM
National Education Act (NEA) 1999
• Improving efficiency and effectiveness of learning
• Student-Centred
• Problem-Solving and analytical skills
• Use Information and Communication Technology (ICT)
ICT Education Master Plan 2005
• Every students will have access to ICT for learning at
ANYONE
ANYWHERE
ANYTIME
reasonable cost and adequate quality
• Integrate technological knowledge and information
management skills to develop the ability to analyze, think
creatively, solve problems and work in teams
e-Learning
in Thailand
ANYONE
ANYWHERE
ANYTIME
BACKGROUND
Encourage development of effective and
efficient course material for Internet delivery
Improve quality of learning
Increase educational opportunities of students
in 27 campuses to access to online course and
virtual library
Promote philosophy of “Learning anywhere
anytime under the same standard” and become
“Cyber University”
e-Learning
in Thailand
ANYONE
ANYWHERE
ANYTIME
PROBLEMS OF STUDYING BUSINESS
STATISTICS
Limited lecture time
Difficulties encounter with learning with
Video-conferencing system
Difficult to understand statistics concepts
Unable to apply the concepts to real world
High failure rates
Negative attitude toward learning
Unsatisfactory experience of learning
e-Learning
in Thailand
RESEARCH QUESTIONS
How do students experience learning Business
Statistics course in both traditional and online
methods?
What are the learning and gain from the
course?
What are they like, dislike and suggestions in
the course?
ANYONE
ANYWHERE
ANYTIME
e-Learning
in Thailand
RESEARCH FRAMEWORK
Supporting
Discourse
Social
Presence
Educational
Experience
Setting
Climate
Cognitive
Presence
Selecting
context
Teaching
Presence
ANYONE
ANYWHERE
ANYTIME
Learning Effectiveness Model (Garrison and Anderson 2003)
e-Learning
in Thailand
SYSTEM DEVELOPMENT LIFE CYCLE
ANYONE
ANYWHERE
ANYTIME
e-Learning
in Thailand
CONTENT
ANYONE
ANYWHERE
ANYTIME
e-Learning
in Thailand
COMMUNICATION
ANYONE
ANYWHERE
ANYTIME
e-Learning
in Thailand
ONLINE COLLABORATIVE
ANYONE
ANYWHERE
ANYTIME
e-Learning
in Thailand
STUDENT TOOLS
ANYONE
ANYWHERE
ANYTIME
e-Learning
in Thailand
METHODOLOGY
Participants
Procedures
Instruments
Data collection
Data analysis
ANYONE
ANYWHERE
ANYTIME
e-Learning
in Thailand
PARTICIPANTS
Online campus-based
• Group 1 (n=58)
• Group 2 (n=48)
ANYONE
ANYWHERE
ANYTIME
Online distance
• Group 6 (n=5)
Traditional campus-based
• Group 3 (n=52)
• Group 4 (n=63)
Traditional distance
• Group 4 (n=28)
e-Learning
in Thailand
PROCEDURES
Orientation
ANYONE
ANYWHERE
ANYTIME
Main research
e-Learning
in Thailand
INSTRUMENTS
ANYONE
ANYWHERE
ANYTIME
e-Learning
in Thailand
METHODS OF DATA COLLECTION
Interviews (from both online and traditional)
• Top ten highest scores
• Top ten lowest scores
• 2 Group interviews
Students’ diaries
• 4 online
• 2 traditional
ANYONE
ANYWHERE
ANYTIME
Messages from discussion board
Open-ended of semester evaluation
e-Learning
in Thailand
CONTENT ANALYSIS
Cognitive presence
•
•
•
Students’ background and prior knowledge
Students’ perceptions of learning statistical context
Reflective and higher-order thinking
Social Presence
•
•
•
Communication in the learning environment
Learning environment
Collaborative learning
Teaching Presence
ANYONE
ANYWHERE
ANYTIME
•
•
•
Course management and teaching technique
Technology
Role of teachers
e-Learning
in Thailand
COGNITIVE PRESENCE
Required intensive course for Mathematics, general
computer and Internet skill and English literacy
Developed a higher cognitive to comprehend statistics
context, ability to apply statistical ideas in the their daily
life, ability of evaluating their own work and level of selfguidance of their independence learning
ANYONE
ANYWHERE
ANYTIME
Achieved higher scores and certainly much better
positive attitude and appreciation of the course
e-Learning
in Thailand
SOCIAL PRESENCE
Online students had effective way of communication
(asynchronous and synchronous) and have high level of
interaction between their classmate and teacher
ANYONE
ANYWHERE
ANYTIME
Online collaborative learning offered the opportunities
for students to share with others their thinking,
interpretation, and reaction to the ideas that are being
presented. Students differed in their approaches to this
new learning environment where there are fewer social
cues to shape participation, hence, the extent of
interdependence and cooperation of each group varied
e-Learning
in Thailand
TEACHING PRESENCE
Online were satisfied the course management strategies
and role of teacher
Role of online teacher were changed from dictator
becoming facilitator, which responsible for providing
feedback, guide learning direction, and encouraging
student to learn
ANYONE
ANYWHERE
ANYTIME
Online student gained advantages of flexibility of
accessing to the course, which assisted learning process
and learning activities more effective and flexibility
e-Learning
in Thailand
DISCUSSION
Technology had positive impact on the
students’ motivation and assisted them get better
understanding and practice in their learning
The problems of accessing and speed of
Internet, that needs to be improved.
ANYONE
ANYWHERE
ANYTIME
The e-learning can become a powerful method
for extending education in Thailand and other
countries in South East Asia
e-Learning
in Thailand
FUTHER RESEARCH
Learning outcomes (Suanpang & Petocz, 2003 a)
Instructional design (Suanpang & Kalceff, 2003a)
Student attitude toward learning online business
statistics (Suanpang, Petocz & Kalceff, 2003)
Collaborative online learning (Suanpang & Kalceff ,
2003b)
ANYONE
ANYWHERE
ANYTIME
How student learning can be improved by using online
learning courses?