1. THE EFFECT OF BLENDED E-LEARNING ACTIVITIES THROUGH LEARNING MANAGEMENT SYSTEM AND SOCIAL MEDIA ONLINE TO ENHANCE KNOWLEDGE SHARING OF GRADUATE STUDENTS Jeuajan Wattakiecharoen,RN,PhD. Phaisarn Jantarungsri,PhD. Panita Wanapirun,PhD.

4. PURPOSE : TO INVESTIGATE HOW BLENDED E-LEARNING ACTIVITIES BY MOODLE AND SOCIAL MEDIA WOULD AFFECT SATISFACTION AND KNOWLEDGE SHARING OF GRADUATE STUDENTS AT CHRISTIAN UNIVERSITY OF THAILAND.

5. SOCIAL MEDIA : - FACEBOOK - YOUTUBE - TWITTER - SLIDESHARE - BLOG

6. LEARNING MANAGEMENT SYSTEM : LMS MOODLE

11. LEARNING MANAGEMENT SYSTEM LMS MOODLE

21. DESCRIPTIVE RESEARCH DESIGN

22. The population was all graduate students at Christian University of Thailand, enrolled in the entire academic year of 2013 Total 38 students were recruited by simple random sampling

23. QUESTIONNAIRE 23 ITEMS: 7 - DEMOGRAPHIC DATA 16 - SOCIAL ONLINE WITH ONLINE LEARNING - SUGGESTION

28. DATA ANALYSIS WAS DESCRIPTIVE STATISTICS, PERCENTAGE, MEAN, STANDARD DEVIATION, AND INDEPENDENT T -TEST

29. DEMOGRAPHIC DATA 7 MALES (18.42 %) 31 FEMALE (81.58 %)

31. ALL STUDENTS (100 %) HAD USED SOCIAL MEDIA (FACE BOOK), ALL STUDENTS (100 %) HAD USED SOCIAL MEDIA (FACE BOOK),

33. 24 (63.2 %) USED TO STUDIED THROUGH E-LEARNING.

35. INTERNET ACCESS PERSONAL COMPUTER 92.1 % MOBILE PHONE 86.8 % TABLET 31.6 %. INTERNET ACCESS PERSONAL COMPUTER 92.1 % MOBILE PHONE 86.8 % TABLET 31.6 %.

36. THE SIGNAL FOR INTERNET ACCESS 3G (94.7 %) WIFI (89.5 %) LAN (42.1 %)

37. INTERNET ACCESS TIME 5-8 PM WAS 18.4 % AFTER 8 PM WAS 60.5 % INTERNET ACCESS TIME 5-8 PM WAS 18.4 % AFTER 8 PM WAS 60.5 %

38. FREQUENCY OF ACCESS FACEBOOK EVERY DAY AND READ THE INFORMATION EVERY 2. -3 HOURS WAS 68.4% FREQUENCY OF ACCESS FACEBOOK EVERY DAY AND READ THE INFORMATION EVERY 2. -3 HOURS WAS 68.4%

39. KNOWLEDGE SHARING AND SATISFACTION MEAN WAS HIGHLY SATISFIED WITH ALL OF IT. ( = 4.20, SD= 0.44 ) THE HIGHEST LEVEL ( = 4.58, SD = 0.55) IN THE ITEM OF ENABLING MORE CONTACT THEIR OTHER STUDENTS IN THE CLASS. THE LOWEST LEVEL ( = 3.74, SD = 0.79). IN THE ITEM OF DECREASING IN LEARNING ANXIETY

41. THE DIFFERENCE OF KNOWLEDGE SHARING AND SATISFACTION LEVEL BETWEEN THE STUDENTS WHO HAD EXPERIENCE AND NO EXPERIENCE IN LEARNING ACTIVITIES THROUGH E-LEARNING HAD NO SIGNIFICANT DIFFERENCE IN ALL OF ITEMS ( P>.05 ) THE DIFFERENCE OF KNOWLEDGE SHARING AND SATISFACTION LEVEL BETWEEN THE STUDENTS WHO HAD EXPERIENCE AND NO EXPERIENCE IN LEARNING ACTIVITIES THROUGH E-LEARNING HAD NO SIGNIFICANT DIFFERENCE IN ALL OF ITEMS ( P>.05 )

43. CONCLUSIONS THE BLENDED LEARNING MANAGEMENT IS AN APPROPRIATE APPROACH TO TEACH MASTER AND PHD. STUDENTS. THEY SHOULD PROVIDE SOCIAL MEDIA IN TEACHING AND LEARNING ACTIVITIES FOR GRADUATE STUDENT CONCLUSIONS THE BLENDED LEARNING MANAGEMENT IS AN APPROPRIATE APPROACH TO TEACH MASTER AND PHD. STUDENTS. THEY SHOULD PROVIDE SOCIAL MEDIA IN TEACHING AND LEARNING ACTIVITIES FOR GRADUATE STUDENT