1. e-Learning Project at Suan Dusit Rajabhat University Thailand
Dr. Pannee Suanpang
Deputy director
Office of Academic Resources Center and Information Technology

2. Presentation Outline e-University at SDU e-Learning at SDU
e-Learning research
Statement of problems
Introduction to online course
Methodology (Participants, Procedures, Instruments, Method of data collecting and analysis)
Results
Discussion
Further research
Success factors of e-learning at SDU

3. Education 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 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

4. SDU e-University Initiative
“Learning anywhere, anytime under the same standard”
President of SDU
Asst Prof. Dr. Sirote Pholpuntin

5. e-University at SDU
e-University is a campuses-wide initiative of the Suan Dusit Rajabhat University (SDU) to transform key relationships and services, as well as academic, outreach and business process through the use of the Intranet, Internet and telecommunication technologies and practices.

6. e-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

7. SDU e-University Model

8. e-Learning
e-learning (electronic learning) as a term covering a wide set of applications and processes, such as Web-based learning (WBI), virtual classrooms, and digital collaborations. It includes the delivery of content via the Intranet/Internet, audio-videotape, satellite broadcast, and other medias.

9. e-Learning at SDU
Easy to build common structures for information and learning sequences
Develop standard approach for mass content
Enables communication between teacher/student and student/student
Link to external sources of information
Provides familiar interface with Web browser
Convenience and flexibility, no need for class attendances
Immediately feedback

10. Research on e-Learning
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”

11. Business statistics Online Course
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

12. Research framework Online Learning Instructional Design
Learning Outcomes
Attitude toward
Learning
Students’ experience
of learning
Instructional Design
Collaborative Learning
Learning activities
Student
characteristics

13. System Development Life Cycle

14. Online Course Content

15. Communications

16. Collaborations

17. Course Tools

18. Research methodology Participants Procedures Instruments
Data collection
Data analysis

19. Participants Online campus-based Online distance
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)

20. Procedure
Orientation
Main research

21. Instruments

22. Methods of data collection
Quantitative approach
Questionnaires
Grades
Previous teaching of teachers
Qualitative approach
Interviews, students’ diaries and messages from discussion board

23. Assessment Traditional Online Campuses-based Mid-term exam 50%
Traditional
Online
Campuses-based
Mid-term exam
50%
Final exam
30%
Homework
10%
Attendance -
Individual project 5%
Group project
Total
100%
Distance-learning
Assignment and homework
60%
40%

24. Methods of data analysis
Quantitative Method
Descriptive statistics
ANOVA
Regression analysis
Qualitative Method
Content analysis from interviews, students' diaries, and messages from discussion board

25. Content Analysis
Element of Educational Experience applied from Garrison & Anderson 2003

26. Results Gender 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

27. Learning Outcomes

28. Learning Outcomes
Regression Analysis

29. Attitude toward learning

30. Qualitative Result Cognitive presence Social 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

31. Qualitative Result 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

32. Qualitative Result 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

33. Qualitative Result 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 flexibility

34. Conclusion of the research
Online course can assist and support student learning
Improve quality of learning and teaching to be more effective
Increase students’ satisfaction
Increase educational opportunities for distant students
Support philosophy of ‘Student-Centred’ and ‘Learning anywhere, anytime under the same standard’

35. Further 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)

36. K.E.P.T.S Model for success of e-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

37. K.E.P.T.S Model for success of e-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

38. Future of e-Learning at SDU