Khlaisang, J; Koraneekij, P. (2012). Development of Blended E-Learning Model Using Online Interactive Reflective Learning Logs to Enhance Faculty of Education Students’ Inquiring Mind and Retention at Chulalongkorn University. Proceedings of the Fourth International e-Learning Conference 2012, organized by the Thailand Cyber University Project, Office of the Higher Education Commission, Bangkok, Thailand, June 14, 2012.

1. Khlaisang, J; Koraneekij, P. (2012). Development of Blended E-Learning Model Using Online Interactive Reflective
Learning Logs to Enhance Faculty of Education Students’ Inquiring Mind and Retention at Chulalongkorn
University. Proceedings of the Fourth International e-Learning Conference 2012, organized by the Thailand Cyber
University Project, Office of the Higher Education Commission, Bangkok, Thailand, June 14, 2012.
Development of Blended E-Learning Model Using Online Interactive
Reflective Learning Logs to Enhance Faculty of Education
Students’ Inquiring Mind and Retention at
Chulalongkorn University
Jintavee Khlaisang1
and Prakob Koraneekij 2
1
Department of Educational Technology and Communications,
Chulalongkorn University, Bangkok, Thailand (jintavee.m@chula.ac.th)
2
Department of Educational Technology and Communications,
Chulalongkorn University, Bangkok, Thailand (prakob.k@chula.ac.th)
ABSTRACT
This paper is a report on the findings of a Research
and Development (R&D) aiming to develop the
model of blended e-Learning using Online
Interactive Reflective Learning Logs (OIRLs) in
order to enhance students’ inquiring mind and
retention, to study the result of using such model,
and to purpose the model of Blended e-Learning
using OIRLs to enhance students’ inquiring mind
and retention for further implication. The sample
consisted of 8 experts in the fields during the model
developing stage, while there were 40
undergraduate students for the model try out stage.
The research procedures included 3 stages: (1)
model development, (2) model try out, and (3)
model revision and confirmation. The research
results were divided into 3 parts according to the
procedures as described in the following session.
First, the data gathering from the literature review
were reported as a draft model ; followed by the
research finding from the experts’ interviews
indicated that the model should be included 6
components and 5 procedures to effectively
enhance learners inquiring mind and their retention.
The 6 components were Learning Management
System (LMS), learning courseware, learning
resources, communication, learning assessment,
and OIRLs activity; while the procedures included:
1) blended e-Learning activity, 2) writing OIRLs
activity, 3) reading and giving feedback to peers’
OIRLs (instructor/learners), 4) revising OIRLs
activity, and 5) reviewing OIRLs activity. Second,
the research finding from the try out stage found
that there were significant differences between
pretest and posttest of inquiring mind scores, while
there were no significant differences between
posttest and retention scores at the .05 level for both
groups (experimental group 1 and experimental
group 2). When comparing between the
experimental group 1 (online interactive reflective
learning logs without observation, feedback, and
positive reinforcement from instructor) and the
experimental group 2 (online interactive reflective
learning logs with observation, feedback, and
positive reinforcement from instructor), the posttest
scores of inquiring mind and retention scores of
experimental group 2 were higher than the scores of
experimental group 1 although significant
differences between such scores were not found.
Third, according to the finding from the try out
stage and the comments from the experts, the
developed model was revised and proposed in the
report for further implication and references.
Keywords
Blended e-Learning, Online Interactive
Reflective Learning Logs, Retention,
Inquiring Mind
1) INTRODUCTION
In accordance with the desired
characteristics of Chulalongkorn
University graduates, one of the
characteristics is inquiring mind, which is
an inquiry capability in exploring, and
comparing existing knowledge to the new
knowledge. It also includes initiation of
new experiment which later will lead to
scientific thinking that considered one of
the powerful tools to generate new
knowledge. Online Interactive Reflective
Learning Logs (OIRLs) in the blended
learning environment can be considered as
one of the tools in enhancing such
capability. OIRLs is a structured online
interactive reflections which learners will
work in pair, then each one would be
assigned to read, reflect, and share
experience, with positively monitoring and
suggesting by instructor. OIRLs is
advantage in not only increasing
interaction and communication between

2. learners and instructors, as well as among
learners, but also would help learners to
thoroughly understand the concept and
process of the content when interacting and
clarifying information through OIRLs. In
addition to OIRLs, this research also
proposed its’ use along with blended e-
Learning, since blended e-Learning is a
combination of strength from in class and
online instructions regarding content
provider, activities, and assessment. By
arranging the OIRLs activities through the
online channel of blended learning; it
would offer flexibility to the learners in
both time and place manners and also serve
the learners’ differentiates of ways of
learning. OIRLs would also consider the
proper method in evaluating learner’
understanding and the retention. Thus for,
to support the university’s policy regarding
the graduates’ characteristics in enhancing
inquiring mind and learner retention, the
purposes of this research study were to
develop blended e-Learning model using
online interactive reflective learning logs
to enhance faculty of education students’
inquiring mind and retention at
Chulalongkorn University (Deaton,
Deaton, and Leland, 2010; Aulls & Shore,
2008; Bonk & Graham, 2006; Khlaisang
and Koraneekij, 2009; Steenson, 2006;
Wilson & Smilanich, 2005).
2) THE RESEARCH STUDY AND THE
FINDINGS
The research objectives of this study were:
(1) to develop blended e-Learning model
using OIRLs to enhance Faculty of
Education students’ inquiring mind and
retention at Chulalongkorn university, (2)
to examine result from the tryout of the
blended e-Learning model using OIRLs to
enhance Faculty of Education students’
inquiring mind and retention at
Chulalongkorn university, and (3) to
propose blended e-Learning model using
OIRLs to enhance Faculty of Education
students’ inquiring mind and retention at
Chulalongkorn university. Accordingly, the
research methods used in this study
comprised of 3 phases: Phase 1 Literature
review of model components and
procedures, and development of blended e-
Learning model using online interactive
reflective learning logs, Phase 2 Try out
blended e-Learning model using online
interactive reflective learning logs, and
Phase 3 Propose blended e-Learning model
using online interactive reflective learning
logs. The details are described as follows:
2.1) Phase 1 : Literature review of model
components and procedures and Model
development
The sample in this phase consisted of 5
experts in the field of curriculum,
instruction, and educational technology.
The instruments used in this phase
consisted of (1) experts’ interviewing form
and (2) model evaluation form. The
process in this phase included: (1) the data
gathering from the literature review were
reported as a draft model and (2)
researcher interview the 5 experts in the
field of curriculum, instruction, and
educational technology using the experts’
interviewing form and the model
evaluation form. The former result from
the review of totaled 100 related
literatures, which included 40 Thai
literatures and 60 international literatures,
found that the model should include 5
components and 5 procedures to effective
enhance learners inquiring mind and their
retention. The 5 components were
Learning Management System (LMS),
electronic courseware, OIRLs activity,
communication, and learning assessment;
while the procedures included: (1) blended
e-Learning activity, (2) writing OIRLs
activity, (3) reading and peer
(instructor/assigned learner) providing
comment OIRLs activity, (4) reviewing
OIRLs activity, and (5) revising OIRLs
activity. However, after gathering the result
from the experts’ interviews, some
suggestions were made as follows: (1) the
component of learning resources should be
added to support the learners’ inquiring
mind; (2) Step 3 of the procedures should

3. give chance for non-assigned peers to also
read and give feedback to the reflection;
and (3) Step 4-5 of the procedures should
begin with revising and then reviewing the
OIRLs. Also such two steps should give
opportunities for one who write reflection
and one who provide feedback to be able
to go back and forth repeatedly, since such
process might not complete perfectly at the
first time. In conclusion, based on the
result of literature review and experts’
interview, the development of the model
should include 6 components and 5
procedures to effective enhance learners
inquiring mind and their retention. The 6
components were Learning Management
System (LMS), learning courseware,
learning resources, OIRLs activity,
communication, and learning assessment;
while the procedures included: 1) blended
e-Learning activity, 2) writing OIRLs
activity, 3) reading and giving feedback to
peers’ OIRLs (instructor/learners), 4)
revising OIRLs based on peers’ feedbacks
and suggestions, and 5) reviewing new
finding from peers’ OIRLs. The model
developed from this phase is as shown in
figure 1.
2.2) Phase 2 : Model try out
The sample in this phase included 40
undergraduate students registered in the
Designing Web-Based Instruction course
and the Introduction to Web-Based
Instruction program courses in the first
semester of an academic year 2011. The
samples were divided into two groups
which are 20 students for an experimental
group 1 (online interactive reflective
learning logs without observation,
feedback, and positive reinforcement from
instructor) and 20 students for an
experimental group 2 (online interactive
reflective learning logs with observation,
feedback, and positive reinforcement from
instructor). There were 6 instruments used
in this phase including : blended e-
Learning with OIRLs lesson plan, blended
e-Learning courseware , students’ inquiring
mind self-assessment test, students’ basic
computer ability test, students’ retention
test, and students’ satisfaction towards the
model test; while the process in this phase
were described as follows. First, the two
tests including inquiring mind self-
assessment test and basic computer ability
Figure 1: Development of Blended E-Learning Model Using Online Interactive
Reflective Learning Logs to Enhance Faculty of Education Students’
Inquiring Mind and Retention at Chulalongkorn University

4. test were completed by the students in
order to explore the former levels of their
inquiring mind and the result of the basic
computer ability were used to divided
students into two experimental groups.
Then instructions were initiated for 9
weeks followed blended e-Learning with
online interactive reflective learning logs
lesson plan. After that the posttest
inquiring mind self-assessment test and the
retention test were conducted in order to
compare learners’ former and latter levels
of inquiring mind and learning ability. In
order to explore the learner’ retention, the
retention test were conducted again upon
two weeks after completing the lesson. In
addition, the students’ satisfaction towards
the model test was conducted upon
completion of the lesson in order to
explore the appropriateness towards the
use of such model with this target group.
Data were analyzed using frequency,
percent, mean, standard deviation, t-test
and repeated measures ANOVA. The
research results indicated as follows.
2.2.1) Learners’ Inquiring Mind
Learners who participated in the
experimental group 1 and group 2 had
inquiring minds’ post-test mean scores
significant higher than pre-test mean scores
at .05 level of significance. However, when
comparing inquiring minds’ post-tests
means score of the experimental group 1
and group 2, there was no significant
different at .05 level of significance. The
details are described in Table 1.
Table 1: Scores of Learners’ Inquiring Mind
Scores of
Inquiring
Mind
Exp Group 1 Exp Group 2
 S.D.  S.D.
Pre-test 109.10 6.38 111.10 7.10
Post-test 116.70 7.06 117.85 7.27
Note: Exp Group 1 = Experimental Group 1
Exp Group 2 = Experimental Group 2
In additional to the statistic reports, the
content analysis of the inquiring mind
process retrieved from the OIRLs activities
also reported in order to see the process of
learners developing their inquiring mind.
Such process of inquiring mind
development was content analyzed
reported in 6 steps : (1) awareness of the
happening, (2) start questioning then
leading to hypothesis, (3) collecting data
by using various methods, (4) analyzing
raw data to meaningful and credential data,
(5) synthesizing data for the further use in
different situation, and (6) when gathering
new data, learners are able to confirming
and/or adjusting his/her own meaningful
data.
2.2.2) Learners’ Retention
Learners who participated in the
experimental group 1 and group 2 had
achievement’s pre-test mean scores
significant different than post-test mean
scores, as well as retention mean score
at .05 level of significance. However, when
comparing post-test mean scores and
retention mean scores between two groups,
there were no significant different at .05
level of significance. Also, retention mean
scores of both experimental groups were
not significant different at .05 level of
significance. The details are described in
Table 2.
Table 2: Scores of Learning Result based
on the Retention Test
Scores of
Learning
Result
Exp Group 1 Exp Group 2
 S.D.  S.D.
Pre-test 16.00 2.68 15.90 3.16
Post-test 22.95 .69 24.10 .65
Retention-
test
23.45 .71 23.70 .68
Note: Exp Group 1 = Experimental Group 1
Exp Group 2 = Experimental Group 2
2.2.3) Learners’ Satisfaction
Considering result from students’
satisfaction towards the model test, it was
found that learners rated the satisfaction
towards the model at the high level for
experimental group 1 and at the highest
level for experimental group 2 ( = 4.18
and = 4.24 respectively). When

5. considering each item, the report was
shown in figure 2.
Note: o = Experimental Group 1
o = Experimental Group 2
Figure 2: Learners’satisfaction towards the
Blended E-Learning Model Using Online
Interactive Reflective Learning Logs
According to figure 2, the description of
each item are as follows: (1) lecture and
demonstration in face to face class are
clear and applicable, (2) learning
courseware on Blackboard Learning
Management System is significant for
reviewing course contents for in-depth
understanding, (3) OIRLs activities
through blog helps leaners to review both
concept and process of learning, (4) by
reading and commenting peers’ OIRLs is
meaningful for learning, (5) by reading
peers’ comment and revising OIRLs is
meaningful for learning and in-depth
understanding, (6) by reviewing new
finding from peers’ OIRLs, it has enhanced
analyzing ability, (7) comment and
suggestion from instructors enhance data
searching and collecting abilities, (8)
supportive feedback from peers enhance
motivation in data searching and collecting
abilities, (9) supportive feedback from
instructor enhance motivation in data
searching and collecting abilities, (10)
learning resource as suggested from peers
through OIRLs enhanced learners’
inquiring process and inquiring mind, (11)
learning resource as suggested from
instructor through OIRLs enhanced
learners’ inquiring process and inquiring
mind, (12) OIRLs activities enhance
learners’ inquiring mind, and (13) OIRLs
activities enhance learners’ retention.
When considering Learners’ satisfaction
towards the Blackboard Learning
Management System, it was found that the
overall satisfaction was at the high level
for both experimental groups ( = 4.06
and = 3.94 respectively). When
considering each item, the report was
shown in figure 3, while the description of
each item are as follows: (1) accessibility
to e-courseware on Blackboard LMS, (2)
accessibility to discussion on Blackboard
LMS, (3) accessibility to OIRLs blog on
Blackboard LMS, (4) accessibility to
review and feedback to peers’ OIRLs blog
on Blackboard LMS, (5) accessibility to
revise OIRLs blog on Blackboard LMS,
(6) accessibility to complete assessment of
inquiring mind self-assessment test and,
learning ability test, and (7) accessibility to
complete authentic assessment and
presentation through Blackboard LMS.
Note: = Experimental Group 1
= Experimental Group 2
= Average Score of both
Experimental Groups
Figure 3: Learners’satisfaction towards the
Blackboard Learning Management System
2.3) Phase 3 : Model revision and
confirmation

6. The 3 experts considered that blended e-
Learning model using online interactive
reflective learning logs had the highest
level of appropriateness towards the
enhancement of inquiring mind and
learners’ retention. The detail of each
dimension of consideration included: (1)
model rationale, (2) model purposes, (3)
model illustration, (4) model components,
(5) model procedures, (6) appropriateness
of the model towards enhancement of
inquiring mind and learners’ retention, and
(7) overall of the model is appropriate and
applicable. Though, experts had
informative suggestions to the study. Some
of them, for example, adding details of the
role of none assigned peers which is
interesting but hardly mention in the
report; there was the time constraint for
learners towards the OIRLs activities; and
learning strategies should be considered to
be certain that the model will work
effectively and efficiency. When first
introduce OIRLs to the learners, instructors
should monitor the steps strictly, then later
on might be able to let learners accomplish
their own activities. Last but not least,
both inquiring mind and retention should
be followed up an may compared with the
traditional instruction whether there will be
different found in both groups.
3) DISCUSSION AND CONCLUSIONS
According to the analysis and synthesis of
the related review literatures, the experts’
interviews, the model tryout, and the
suggestion from the experts, discussion
and conclusions of the report is described
as follows:
3.1) Appropriateness of the Model
towards Enhancement of Inquiring Mind
According to the try out phase, it was
found significant difference at the 0.05
level in pre-test and post-test mean scores
of inquiring mind in both groups, however
when compared post-test mean scores of
both groups, significant differences were
not found. Based, on such finding, it can be
concluded that the model can effectively
enhance learners’ inquiring mind. Since
the scores of group 2 were higher than
scores of group, it may be implied that
OIRLs with peer and instructor’s
feedbacks could enhance learners’
inquiring mind better than the OIRLs with
only peer feedbacks. However, since
significant differences were not found, it
could be concluded that both types of
OIRLs were applicable and could be used
interchangeably. In fact, when considering
the first three steps of model procedures, it
can be found that use of blended e-
Learning can enhance opportunities for
learners to experience, review for in-depth
understanding from both in class and
online activities, such as class
demonstration, brainstorming activities,
practice, and presentation, then shift from
in class to online further discussion, and
presentation of projects through blog. Such
activities presenting the fine transition
from face to face to online activities. Then
step 2 of the procedure which learners had
chances to write OIRLs would present
whether learners really understand the
concept of the course content, as well as
learning process. To support such
implication, based on the learners’ survey
of their satisfaction, they expressed that in
class lecture and demonstration from the
lecturers helped them to understand
concept of the course content in both
experimental groups ( x = 4.35 and 4.45
respectively); and by reviewing learning
courseware, it has enhanced their
understanding (4.40 and 4.50 respectively).
When writing OIRLs, it helped learners to
review both course content, as well as
learning process which represent in the
same mean scores in both group ( x = 4.20).
In addition to the statistic report, the
content analysis also presented, some of
the outstanding one is selected as presented
in the follows. “..by exploring learning
courseware and in class discussion , it
really helped me in understanding the
course content clearer and deeper, ..I
really enjoy sharing resources among
learners”. Then in step 3 reading and

7. giving feedback to peers’ OIRLs
(instructor/learner), it was found that
learners in both groups really enjoyed
receiving the comments and supports
which could turn out to be positive
reinforcement for their learning ( x = 4.10
and 4.15 respectively). In step 4 revising
OIRLs based on peers’ feedbacks and
suggestions, quite difference were found
when compared experimental group 1
(only peers’ feedback) and experimental
group 2 (peers and instructor’s feedbacks).
Learners expressed informative feedback
from peers and/or instructor were helpful
in drawing conclusion for the learning at
high level of group 1 and highest level for
group 2 ( x = 4.10 and 4.25 respectively)
In step 5, reviewing new finding from
peers’ OIRLs, in which group 1 got the
review from only peers, when group 2 got
review from both instructor and peers,
learners opinionated that when reviewing
new finding from peers’ OIRLs, it was at
high level for group 1 and highest level for
group 2 ( x = 4.05 and 4.10 respectively).
Overall, The OIRLs has enhance inquiring
mind and learners’ retention for both group
at high level ( x = 4.10 and 4.15
respectively). Such conclusion and
discussion are congruence to the work of
Tungteerabunditkul (1999) and the work of
Li, Moorman, & Dyjur (2010) addressed
that in enhancing learners’ inquiring mind,
instructors’ supportive and learning
environment emphasizing interesting
content, challenging activities with
collaboration have played vital roles. The
conclusion and discussion of this research
are also congruence with the work of
Steenson, C. (2006), Konold, K.E. et.al.
(2004), and Smith and Gorard (2005)
mentioned about the effectiveness of
learning logs to give formative feedbacks
authentically.
3.2) Appropriateness of the Model
towards Enhancement of Retentions
According to the try out phase, it was
found significant difference at the 0.05
level in pre-test and retention mean scores
in both groups, however when compared
retention mean scores of both groups,
significant differences were not found.
Based, on such finding, it can be concluded
that the model can enhance learners’
retention. Though the scores of group 2
were higher than scores of group 1, it could
be implied that OIRLs with peer and
instructor’s feedbacks could enhance
learners’ retention better than the OIRLs
with only peer feedbacks. However, since
significant differences were not found, it
could be concluded that both types of
OIRLs were applicable and could be used
interchangeably. Based on the model
procedures including (1) blended e-
Learning activity, 2) writing OIRLs
activity, 3) reading and giving feedback to
peers’ OIRLs (instructor/learners), 4)
revising OIRLs based on peers’ feedbacks
and suggestions, and 5) reviewing new
finding from peers’ OIRLs, these
procedures can effectively enhance
learners’ retention. With the flexibility of
blended learning which activities can occur
both in class and online modes of
communication. In fact, in class can
enhance learning ability in drawing
conclusion through the brainstorming
activities with peers and the support from
instructors, while online activities offer
chance for learners to think, process their
thought, ask questions, and even review
the course materials without the time and
place constraint. Such conclusion and
discussion are congruence with the work
from Collopy and Arnold (2009) discussed
about the benefits of blended learning
course over the completed online courses.
In addition, based on the feedback from
learners, it was found that learners rated
the highest scores on both experimental
group one and two ( x = 4.35 and 4.45
respectively) in the point that the lectures
and demonstration in class have helped
learners to understand concepts and gained
skills related to the course contents.
Learners also rated the highest scores on
both experimental group one and two ( x =

8. 4.40 and 4.50 respectively) in the point that
online course content materials and
additional resources have helped learners
to enhance their understanding of concepts
and gained skills related to the course
contents. Concerning the OIRLs activity, it
has helped enhancing learners to review
and fulfill knowledge in addition to what
they learned. When considering the
activities that learners wrote OIRLs with
their own language through blog enhanced
learners’ understanding of concepts and
process, learners in both groups rated at
high levels (( x = 4.20 for both groups).
Learners also opinionated that writing
OIRLs enhanced their retention, it was at
high level for both group 1 and group 2
( x = 4.20 and 4.10 respectively). In
addition to the statistic report, the content
analysis also presented, some of the
outstanding one is selected as presented in
the following. “..writing OIRLs is
considered to be a positive reinforcement
which lead me want to be improved” Such
conclusion and discussion are congruence
to the work of Rusmeprome (1989).
mentioned about the meaningful content
would enhance retention, and the work of
Khakhai (1997) indicated collaborative
work and reflection would enhance
retention. The research conclusion is also
congruence with the work of Deaton,
Deaton, and Leland (2010) discussed about
the effectiveness of interactive reflective
logs to enhance communications among
learners, peers, and instructors which will
later lead to the trustworthy, belonging of
learning community, and eventually more
understanding of learning. Further
suggestion, based on the learners’
feedback, the tools or the system offered
more flexibility in writing and correcting
OIRLs are needed to further investigate.
Also, according to the desired
characteristics of Chulalongkorn
University, inquiring mind is one of such
desired characteristics. Thus for, the
blended e-Learning model to enhance other
characteristics, for example, public mind
and leadership should also be in
consideration.
3) REFERENCES AND APPENDICES
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4) ACKNOWLEDGEMENT
The authors would like to thank Faculty of
Education, Chulalongkorn University’s
fund in supporting this research. Our
appreciations also extend to all experts
instructors, and students, participated in
this study.