STUDENTS ’ EXPERIENCE IN LEARNING BUSINESS STATISTICS ONLINE IN THAILAND PANNEE SUANPANG

STUDENTS’ EXPERIENCE IN LEARNING BUSINESS STATISTICS ONLINE IN

THAILAND

PANNEE SUANPANGPANNEE SUANPANGDoctor of Technology in ScienceDoctor of Technology in Science

DR PETER PETOCZDR PETER PETOCZSenior lecturerSenior lecturerANYONEANYONE

ANYWHEREANYWHEREANYTIMEANYTIME

e-Learninge-Learningin Thailandin Thailand

PRESENTATION OUTLINEPRESENTATION OUTLINE

Educational reform in Thailand

Research background Statement of problems Introduction to online course Methodology Results DiscussionANYONEANYONE



EDUCATIONAL REFORMEDUCATIONAL 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 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

ANYONEANYONEANYWHEREANYWHEREANYTIMEANYTIME




BACKGROUNDBACKGROUND 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”


PROBLEMS OF STUDYING BUSINESS PROBLEMS OF STUDYING BUSINESS STATISTICSSTATISTICS

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



RESEARCH QUESTIONSRESEARCH 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?



RESEARCH FRAMEWORK

Learning Effectiveness Model (Garrison and Anderson 2003)



SocialPresence

CognitivePresence

TeachingPresence

EducationalExperience

SettingClimate

Selectingcontext

SupportingDiscourse

SYSTEM DEVELOPMENT LIFE CYCLESYSTEM DEVELOPMENT LIFE CYCLE



Plan

Design

Develop & Delivery

EvaluateNext Course

CONTENTCONTENT



COMMUNICATIONCOMMUNICATION



ONLINE COLLABORATIVEONLINE COLLABORATIVE



STUDENT TOOLSSTUDENT TOOLS



METHODOLOGY


Participants

Procedures

Instruments

Data collection

Data analysis


PARTICIPANTS


Online campus-based• Group 1 (n=58)• Group 2 (n=48)

Online distance• Group 6 (n=5)

Traditional campus-based• Group 3 (n=52)• Group 4 (n=63)

Traditional distance• Group 4 (n=28)


PROCEDURES


Orientation Main research


INSTRUMENTS



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

Messages from discussion board Open-ended of semester evaluationANYONEANYONE



CONTENT ANALYSISCognitive 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• Course management and teaching technique• Technology • Role of teachers



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 self-guidance of their independence learning

Achieved higher scores and certainly much better positive attitude and appreciation of the course



SOCIAL PRESENCE

Online students had effective way of communication (asynchronous and synchronous) and have high level of interaction between their classmate and teacher

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



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

Online student gained advantages of flexibility of accessing to the course, which assisted learning process and learning activities more effective and flexibilityANYONEANYONE



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.

The e-learning can become a powerful method for extending education in Thailand and other countries in South East Asia



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)

How student learning can be improved by using online learning courses?ANYONEANYONE



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STUDENTS ’ EXPERIENCE IN LEARNING BUSINESS STATISTICS ONLINE IN THAILAND PANNEE SUANPANG

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