4. 21st Century S tudent Outcomes &
S upport S ystems
The Partnership for 21st Century Skills : http://www.p21.org

5. To develop e-Learning module for the Information and
Innovation Management Course by using blended learning
online activities for graduate students
To examine the outcomes of students employing blended
e-Learning activities in the Information and Innovation
Management Course
To study students’ satisfaction on e-Learning teaching
approach by using blended e-Learning activities

7. graduate students of Bangkok-Thonburi
Population University, enrolled in the entire academic year
of 2010
graduate students of Bangkok-Thonburi
Sample Group University, taking the Information and
Innovation Management Course on Srisaket
Campus in the academic year of 2010.
The total recruited students were 90.

8. e-Learning of the Information and Innovation
Independent Management Course
Variables Blending e-Learning approach
Dependent Learning outcomes
Five areas of satisfaction including content
Variables and style, testing, visual aids and language,
letters and colors, and lesson management

10. Comprehensive Approach to Program Evaluation in Open and Distributed Learning

11. 1. Analysis and Design
Data were collected by means of lecturers’ and students’ participatory process
or experimental study. The process began with content analysis, scope of
content design, determination of objectives, and writing script and flowchart.
These processes were monitored on LMS.
2. Development of e-Learning
After collaborative development of e-Learning, the researchers gave MOODLE
e-Learning training program to students to enable them to study
independently through e-Learning web: http:www.bkkthon.net.
Students’ knowledge was also assessed using an achievement test.
3. Implementation
The researchers combined lecturing with blended e-Learning, which included
exercises, homework, research and organizational analysis of information
management. Students were assigned to do activities during all lecture
sessions and exchange their ideas through e-Learning system.

12. 4. Blended e-Learning Activities
• Undergraduate students spent half or 50 percent of their regular-class time
studying the Information and Innovation Management. They did 50 percent of
activities and additionally research according to each lesson to share with
their classmates.
5. Formative Evaluation
• After students studied the content of the Information and Innovation
Management in each session, they would need to take an achievement test.
Then they had to complete exercises online. After finishing all exercises for all
contents, students were required to take the same achievement test again.

13. 6. Summative Evaluation
Both lecturers and students first co-assessed quality of e-Learning. Then a
specialist was invited to assess the developed e-Learning. The four assessment
criteria were adopted from Department of Academic Affairs.
7. Innovation Adoption
Lecturers and students co-summarized the process and procedure of e-
Learning activity development, adopted as teaching techniques. They also
offered ways to improve and develop more appropriately.

14. e-Learning BKK-
Thonburi

15. Blended Learning
Activities

21. • The findings of blended learning for the Information and
Innovation Management Course through e-Learning
activities showed that the graduate students of Bangkok-
Thonburi University could achieve in their learning at a
high level (84.59 %).
• Their learning outcome through e-Learning activities
averaged 42.83 % and 41.76 % for their learning from
a regular class.

22. The overall satisfaction of the students with blended
learning through e-Learning was at the highest level
(X = 4.61).
However, when considering each criterion, they were highly
satisfied with all of it: content and style of blended learning
through e-Learning
activities ( X = 4.62)
testing ( X= 4.67)
visual aids and language ( X = 4.58)
letters and colors ( X = 4.56)
lesson management ( X = 4.63)

24. The blended e-Learning management is an
appropriate approach to teach tertiary students.
The reason is that they are experiential and
mature enough to study independently without
learning face-to-face in the classroom alone.
If lecturers manage to blended learning activities
in a regular classroom with appropriation,
students can likewise learn at an appropriate
level, by themselves and at virtual time. Such
independent learning characterizes graduate
students who are not only learners but also
academics.

25. Acknowledgem
ent
Dr.Warat Pluksakullanan
Graduate Students
at Srisaket,Kantaraluk
and Ubonrachatani
BangkokThonburi University
(Sisaket Campus)

26. Asst.Prof.Dr. Prachyanun Nilsook prachyanunn@kmutnb.ac.th
Dr.panita wannapiroon panitaw@kmutnb.ac.th

27. Asst.Prof.Dr. Prachyanun Nilsook prachyanunn@kmutnb.ac.th
Dr.panita wannapiroon panitaw@kmutnb.ac.th