Apec2010 vorasuang

The 6th APEC Future Education Forum & the 8th International ALCoB Conference
Pusan National University, Busan, Korea, from November 24, 2010

Higher Education: Policy, ICT & Systemic Change

Vorasuang Duangchinda (Michael)
Assistant Director, Office of Online Education,
Sripatum University (Thailand)
& Coordinator, ALCoB Thailand
vduangchinda@gmail.com

Holistic Systemic Approach for the Sustainable Development and Inclusive Growth of APEC Future Education

Contents
1 Introduction
2 Research Methodology
3 Findings & Discussion
4 Conclusion

Vorasuang Duangchinda (Michael) The 6th APEC Future Education Forum & the 8th International ALCoB Conference: PNU, Busan, Korea, Nov 24, 2010 2 of 30


1

Introduction

Terminology Problems
Statement



1 Terminology
TCU (1/2)
• Thailand Cyber University Project
• Founded in 2005 by Office of The Higher Education
Commission, Ministry of Education, Thailand to be the
central body of cooperative activities among universities
to promote and support online distance education
(e-Learning) in Thailand.



1 Terminology
TCU (2/2)
• Recently, TCU has been awarded Honorable Mentions
for the 2009 UNESCO King Hamad Bin Isa Al-Khalifa Prize
for the Use of ICTs in Education as over 13,000
education professionals from 76 institutes have been
trained.

UNESCO, (2010), “2009 UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of ICTs in Education awarded”
Available online at: http://www.unesco.org/en/education/dynamic-content-single-
view/news/rector_of_moscow_institute_of_open_education_and_the_jordan_education_initiative_receive_2009_unesco/back/9195/cHash/86115cd643/



1 Terminology
e-Pro (1/2)
• e-Learning Professional Certificate Program
• Is one of TCU flagship training courses offered by TCU since
2006. It is divided into three tracks: for e-Learning
teachers, courseware designers, and project managers.
There are twelve subjects on offer. Each subject is
delivered in a fully online environment. Each subject is
worth three credit points, spans eight weeks. Total number
of students enrolled is now close to 1,000 persons. To get a
certificate, students will need to pass comprehensive
examination at the end (face to face)


1 Terminology
e-Pro (2/2)
e-Learning
Subjects Courseware
Teacher Project Manager
Designer
1. Principles of e-Learning Core Core Core
1. e-Learning Methods and Skills Core Core Elective
1. Monitoring e-Classroom Core Elective Elective
1. Design e-Learning Courseware Elective Core Elective
1. Designing Effective Website for e-Learning Elective Core Elective
1. Evaluation of e-Learning Courseware Elective Core Elective
1. Evaluation Methods and Techniques in e-Learning Core Elective Elective
1. e-Learning Delivery System Core Core Core
1. e-Learning Project Management Elective Elective Core
1. Organizational e-Learning Policy and Strategy Elective Elective Core
1. Innovative Technology in e-Learning Core Core Core
1. Quality Assurance in e-Learning Core Core Core



1 Terminology
Mobility (1/2)
• Using portable computing devices (such as laptops,
tablet PCs, PDAs, and smart phones) with wireless
networks enables mobility and mobile learning,
allowing teaching and learning to extend to spaces
beyond the traditional classroom.

http://www.educause.edu/ELI/LearningTechnologies/MLearningandMobility/12397



1 Terminology
Mobility (2/2)
• Within the classroom, mobile learning gives
instructors and learners increased flexibility and new
opportunities for interaction. Mobile technologies
support learning experiences that are collaborative,
accessible, and integrated with the world beyond the
classroom.

http://www.educause.edu/ELI/LearningTechnologies/MLearningandMobility/12397



1 Terminology
EMM
• e-Learning Maturity Model
• A quality improvement framework based on the
ideas of the Capability Maturity Model (CMM) and
Software Process Improvement and Capability
dEtermination (SPICE) methodologies.
Marshall, S., Mitchell, G., and Beames, S. (2007), “Benchmarking for quality improvement: The e-Learning maturity model”, Poster in Proceedings at ASCILITE Singapore 2007.

Marshall, S., and Mitchell, G., (2006), “Assessing sector e-learning capability with an e-learning maturity model”, Proceedings of the Association for Learning Technologies
Conference, 2006, Edinburgh, UK.

Marshall, S., (2005), “Determination of New Zealand tertiary institution e-learning capability: an application of an e-learning maturity model: report on the e-learning
maturity model evaluation of the New Zealand tertiary sector”, report to the New Zealand Ministry of Education,
Available online at: http://www.utdc.vuw.ac.nz/research/emm/documents/SectorReport.pdf

Marshall, S., and Mitchell, G. (2004), “Applying SPICE to e-Learning: An e-Learning Maturity Model?”, In Proceedings of the Sixth Australasian Computing Education
Conference (ACE2004), Dunedin. Conferences in Research and Practice in Information Technology, vol. 30. R. Lister and A. Young, Eds. pp: 185-191.



1 Terminology
IDM
• One of four Program Delivery Methods in Extension
Education. IDM gives opportunities for learners to
discuss, clarify, or to gain better understanding of the
study content, and therefore effective learning can
take place.

Duangchinda. V., Kim. Y. H., and Mekhabunchakij, K., (2010) "Mobility and e-Learning Delivery Methods: Through the Perspectives of Thailand Cyber University Project
(TCU)", Asia-Pacific Cybereducation Journal, vol. 6., no. 1 (2010), pp. 30-49.
Also Available online at: http://acecjournal.org/2009/Journal_Data/Vol6No1/6-1-3.pdf

Richardson, J. G., Jenkins, D. M., and Crickenberger R. G., (1994), “Program Delivery Methods in Extension Education”, North Carolina Cooperative Extension Service,
Available online at: http://www.ces.ncsu.edu/resources/education/sd6/



Program Delivery Methods in Extension Education - Integrative Methods Delivery Modes
1. Conference 7. Symposium 13. Brainstorming 19. Computer network
Meetings of small or large group Assembly that small number of A turn-based discussion. Linkage of 3 or more computers
of people within same interest experts making short connected for members to share
for formal presentations to the presentation to audiences. ideas or exchange information.
entire group.
2. Convention 8. Colloquy 14. Audience reaction team 20. Satellite conferencing
Assembly of a large number of Gathering of experts to discuss in A group of 3 selected members to respond Teleconferencing via cable or
people with similar interests, front of audiences who may ask to specific information. satellite.
which may be more than one questions until the issue is
group at a time. resolved.
3. Seminar 9. Dialogue 15. Listening team 21. Personal visit
Meetings of group with specific Discussion of 2 persons in front A pre-presentation process where a few Face to face exchange of
subject led by a recognized of audiences. audiences are invited to preview the information at least 2 persons
body. presentation and suggest how the usually at the location of persons
presentation should be. receiving the information.
4. Panel 10. Institute 16. Interview 22. Office visit
Discussions within small group Series of in-depth presentation Face to face meeting for exchanging facts. Face to face exchange of
of knowledgeable members of for those who share common information at least 2 persons
exchange of ideas without interest. usually at the location of persons
formal presentation. providing the information.
5. Forum 11. Buzz group 17. Teleconference
Group discussion that allows Discussion between 5-8 persons 3 or more persons at different locations
members to participate during a for topic raised by larger group engaged in audio or video discussion
period of time. assembly. through electronic means.
6. Meeting 12. Discussion group 18. Telephone conversation
Group of people meet together Informal gathering for discussing Voice Communication between two (modified from
for common purpose. a topic of mutual concern. people who are at different places through Richardson, Jenkins,
Vorasuang Duangchinda (Michael) The 6th APEC Future Education Forum & the 8th International ALCoB Conference: PNU, Busan, Korea, Nov& Crickenberger,of 30
24, 2010 12 1994)
electronic means.


2 Problems Statement
• Today’s students are no longer the people our educational
system was designed to teach (Prensky, 2001)
• Future cannot be seen only with knowledge from the research
and theory. In order to see it, we need to practice knowledge
continuously with patience and passion (Kim, 2007)
• Rapid changing societies require continuously and effective
renewal of knowledge (Nishinosono, 2003)
• Education in Thailand needs a big chance to cope with
learning of the new era (Sombuntham, 2008a; Sombuntham ,
2008; and Yoshida, Lavansiri, Sombuntham, 2005)



Online
Education
Higher
Education

Policy, ICT &
Systemic
Pedagogical Change

Approaches



Higher Education:
Policy, ICT & Systemic
Higher Change
Education

Policy, ICT &
Systemic
Change Pedagogical
Approaches


Research Question
• What modes of Integrative Delivery Methodology are
suitable for Mobility in Thai Education?

Expected Contribution
• It is expected that Educational institutions in
Thailand can refer to the assessed modes of
Integrative Delivery Methodology with Mobility for
successful implementation of their e-Learning.


2

Research Methodology



Research Methodology

• Utilizes qualitative survey research
methodology using online survey form.
• Research population includes all fourteen
teachers of the e-Pro, who are lecturers from
various universities around Thailand. And have
had hand-on experiences in teaching the
program since 2006



3

Findings & Discussion


Which Integrative e-Learning Delivery Method
have been used by TCU e-Pro teachers?
Number of Teachers
Integrative Delivery Modes have used? have NOT used?
Person - % Person - %
1. Conference 8 57% 6 43%
2. Convention 5 36% 9 64%
3. Seminar 9 64% 5 36%
4. Panel 3 21% 11 79%
5. Forum 6 43% 8 57%
6. Meeting 6 43% 8 57%
7. Symposium 1 7% 13 93%
8. Colloquy 2 14% 12 86%
9. Dialogue 5 36% 9 64%
10. Institute 3 21% 11 79%
11. Buzz group 6 43% 8 57%
12. Discussion group 14 100% 0 0%
13. Brainstorming 12 86% 2 14%
14. Audience reaction team 3 21% 11 79%
15. Listening team 2 14% 12 86%
16. Interview 4 29% 10 71%
17. Teleconference 5 36% 9 64%
18. Telephone conversation 9 64% 5 36%
19. Computer network 5 36% 9 64%
20. Satellite conferencing 1 7% 13 93%
21. Personal visit 0 0% 14 100%

What are the e-Pro teachers opinions if
mobility can improve the Integrative Method?
Will/Does Mobility
Integrative Delivery Modes for each mode
Total of 70 Avg of 5/Rank
1. Conference 62 4.43 4
2. Convention 54 3.86 T9*
3. Seminar 58 4.14 T7*
4. Panel 50 3.57 T14*
5. Forum 64 4.57 T2*
6. Meeting 50 3.57 T14*
7. Symposium 54 3.86 T9*
8. Colloquy 49 3.50 17
9. Dialogue 54 3.86 T9*
10. Institute 46 3.29 19*
11. Buzz group 60 4.29 5
12. Discussion group 67 4.79 1
13. Brainstorming 64 4.57 T2*
14. Audience reaction team 52 3.71 T12*
15. Listening team 45 3.21 20
16. Interview 47 3.36 18
17. Teleconference 59 4.21 6
18. Telephone conversation 58 4.14 T7*
19. Computer network 52 3.71 T12*
20. Satellite conferencing 50 3.57 T14*
21. Personal visit 36 2.57 21
22. Office visit 35 2.50 22
Average 53 3.79 ~13


Top and Bottom Fives: Improvement of Mobility in
e-Pro classes in each Integrative Delivery Mode
Will/Does Mobility
Integrative Delivery Modes for each mode
Total of 70 Avg of 5/Rank
12. Discussion group 67 4.79 1
5. Forum 64 4.57 T2*
13. Brainstorming 64 4.57 T2*
1. Conference 62 4.43 4
11. Buzz group 60 4.29 5
16. Interview 47 3.36 18
10. Institute 46 3.29 19
1. Listening team 45 3.21 20
21. Personal visit 36 2.57 21


Selective combination of teachers’ perceptions
Will/Does Mobility Have teacher
Integrative Delivery Modes for each mode used?
Avg of 5/Rank
12. Discussion group 4.79 1 100%
5. Forum 4.57 T2* 43%
13. Brainstorming 4.57 T2* 86%
1. Listening team 3.21 20 14%
21. Personal visit 2.57 21 0%
1. Office visit 2.50 22 21%

Perceptions of the experts on How will Mobility improves the
Delivery Modes
Integrative Delivery Modes (IDM) that the experts believe will
be improved by Mobility
Top 11 Bottom 11
1. Discussion group T12. Audience reaction team
T2. Forum T12. Computer network
T2. Brainstorming T14. Panel
4. Conference T14. Meeting
5. Buzz group T14. Satellite conferencing
6. Teleconference T17. Colloquy
T7. Seminar 18. Interview
T7. Telephone conversation 19. Institute
T9. Convention
20. Listening team
T9. Symposium
21. Personal visit
T9. Dialogue


4

Conclusion



Conclusion (1/4)
• This study serves as a preliminary finding of
Integrative e-Learning Delivery Methods,
based only on the teachers in e-Pro certificate
program of Thailand Cyber University Project
(TCU).



Conclusion (2/4)
• Although the Subject Matter Experts (SMEs)
and TCU are credible, but it would be
interesting to see comparison of this study
with at least two more Thai Universities who
offer online courses at similar level.



Conclusion (3/4)
• The results can then be analyzed and
generalized more convincingly. In addition,
further research could be applied at
international levels, whereby universities of
different economies in APEC region or outside
may be compared as well.



Conclusion (4/4)

Full Reading:
Duangchinda. V., Kim. Y.H., and Mekhabunchakij. K., (2010)
"Mobility and e-Learning Delivery Methods: Through the
Perspectives of Thailand Cyber University Project (TCU)",
Asia-Pacific Cybereducation Journal, vol. 6., no. 1 (2010),
pp. 30-49.
Also available online at:
http://acecjournal.org/2009/Journal_Data/Vol6No1/6-1-3.pdf
Or Shortened URL at http://goo.gl/AzpZk


Vorasuang Duangchinda (Michael)
Assistant Director, Office of Online Education, Sripatum University (Thailand)
& Coordinator, ALCoB Thailand
vduangchinda@gmail.com

Apec2010 vorasuang

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