1 chaiyaphum rajabhat university,the most bueatiful city in the north eastern of thailand

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Chaiyaphum Rajabhat Chaiyaphum Rajabhat University,The most University,The most bueatiful city in the bueatiful city in the North eastern of North eastern of Thailand.Thailand.

2Thai Tulip Festival June-Aug 2015, Thepsatid, Thai Tulip Festival June-Aug 2015, Thepsatid, Chaiyaphum.Chaiyaphum.

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ByBy Surin Cortong Surin Cortong11 and and Assoc.prof.Saroch SopheerakAssoc.prof.Saroch Sopheerak22, ,

Ph.D.Ph.D. (iec2015TCU) (iec2015TCU)

Title: Title: The Effect of Using Learning The Effect of Using Learning Model through Internet Network Model through Internet Network on constructivist of Media on constructivist of Media Innovation and Information Innovation and Information Technology for Educational Technology for Educational Communication Subject ofCommunication Subject of Undergraduate Students at Undergraduate Students at Chaiyaphum Rajabhat University.Chaiyaphum Rajabhat University.

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IntroductionIntroduction::- The information age. ICT and knowledge has expandedhas expanded. (21 st Century) - The importance of education reformeducation reform.

- Teaching using innovative innovative technology technology and educational media and learning activities- The National Education Act 1999Act 1999, Chapter 9:Chapter 9:Section 65Section 65: to encourage the students encourage the students to use technology : Acquired knowledge and knowledge and skskills ills and also with the pursuit of knowledge. Section 66Section 66: to encourage students to develop : to use technology to use technology to educationeducation.

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- Rajabhat University Act Act 2004:22004:2), the mission of the Rajabhat University was an institution of higher education for local education for local developmentdevelopment, close contact with the the community. community. advantage. "People People UniversityUniversity“- learning Conditions and problems of education in problems of education in higher educationhigher education.- Researcher Rushda Khamma(2003) to promote and enhance the teaching of information technology by 74% found that the factors of teaching 74% of the opinion

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Research ObjectivesResearch Objectives

1.To study the study the efficiencyefficiency of the of the learning modellearning model

2.To study the study the learning achievement learning achievement of students of students

3. 3. To study the study the satisfactionsatisfaction of of students students after studying the WBI. lessons.

4.To study the students’ study the students’ learning learning retention retention through the WBI. lessons.

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3.1 Populations:3.1 Populations: Include undergraduate student who were enrollment of media innovation and information technology for educational communication subject in second semester of academic year 2015 at Chaiyaphum Rajabhat University. 1. 60 students 60 students from the physical education. They were No.1 and No.2 two groups use for treatment of treatment of experimentalexperimental, 2. 25 students 25 students of the interdisciplinary for local development programs used for tryout the tryout the effectiveness indexeffectiveness index. including total of 85 students85 students.

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3.2) The samples:3.2) The samples: - 60 undergraduate students were selected by purposive sampling, they were No.1, No.2 group. - 30 students were classified as the field dependent group were classified by the GEFT. - 30 students 30 students were classified as the field independent groupfield independent group were classified by the GEFTGEFT. - The third group 25 students of IDLD program selected by purposive purposive sampling sampling used for tryout of effectiveness index process.

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3.3) Variables:3.3) Variables:1)The independent variablesindependent variables: 1) The WBI lessonsWBI lessons 2) The GEFT of cognitive styles GEFT of cognitive styles testtest. 2) The dependent variables: 1) The efficiency of the learning efficiency of the learning modelmodel 2)The Learning achievementLearning achievement 3)The satisfaction in learningsatisfaction in learning. 4)The learning retentionlearning retention. 3) Duration for data collection within 1 semester.

4) 4) The contents for WBI. The contents for WBI. eight lessons: : 1. System approach. 2.Innovation. 3.Multi intelligence theory.4.Constructivist theory.5.Computer assisted instruction. 6.Using of desktop author program. 7.Using Sony Vegas program. 8.Using social media & Google drive.

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Research framework Research framework

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1) The WBI.WBI. lessons2) The GEFTGEFT of cognitive styles test.

Independent Independent variablesvariables

Dependent Dependent variablesvariables

1.The efficiency of the learning model.2.Learning achievement. 3.The Students’ satisfaction. 4.The learning retention.

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5.1) Set up of the populations were: 5.1.1) 60 students in the physical education program were tested by GEFT. And sorted the scores into the FD(1-6) and sorted the scores into the FD(1-6) and FID(13-18)FID(13-18)and then classified into the field field dependent dependent group, and the field field independent independent group.

5.Research Meyhologies: 5.Research Meyhologies:

Group

No.of figure

Time Score’s type

1 1-7 2 Mins Uncount score

2 8-16 5 Mins Count score

3 17-25 5 Mins Count score

4 Total scores

1-18 points

Count score

5 1-7 points FD Field Dependent

6 8-12 points

FM Field MixedField Mixed

7 13-18 points

FID Field Independent

Group Embed Figure Test Group Embed Figure Test ScoresScores

No. GEFT Scores

Cognitive styles

1 17 Field Independent Group









10-30 16 Field Independent Group

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Group Embed Figure Test Group Embed Figure Test ScoresScores

No. GEFT Scores

Cognitive styles

31 5 Field dependent Group









40-60 4 Field dependent Group

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5.1.2) the samples of two groups, registered into WBI. 8 lessons on the Moodle open sources program via the constructivist constructivist principles principles and learning model activities and took the pretest the pretest and learn all the 8 learn all the 8 lesson lesson and then took a posttest, a posttest, satisfaction tessatisfaction test. After two weeks past return to take a learning retention testtake a learning retention test.

5.1.3 the third group were student of IDLD program used to tryout the effectiveness effectiveness index processindex process.

5.Research Meyhologies: 5.Research Meyhologies:

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5.2) Research Tools: Research Tools: 5.2.1)WBI.lessonsWBI.lessons on the media innovation and information for educational communication subject.5.2.2) the learning achievement test learning achievement test before and after classes multiple choice of 50 items. 5.2.3) GEFT of cognitive styles testGEFT of cognitive styles test.

5.2.4) Questionnaires of learners Questionnaires of learners satisfaction satisfaction towards the use of WBI.lesson, rating scale of 5 levels 15 items.5.2.5) the learning retention test learning retention test after two weeks of posttest, multiple choice of 50 items.

5.3) Creating and finding out the quality research

tools. 5.3.1) Creating a research tool analysis and design were the lesson on the WBI. by the principles of and procedures of Chaiyot Ruangsuwan (2005: 149-156), there were 5 states: Analysis state, Design state, Development state, implementation state and evaluation state. The design process of computers on the WBI using a process designed by Surin’s by Surin’s model model summary diagram below.

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1.(S): Strategies2.(U): Utilization 3.(R): Resources4.(I): Interaction5.(N): Knowledge6.(E): Evaluation 18

1.Preparation(PBL)2.Discovery (PBL)3.Data collection4.Discussion5 .Implementation6.Revision7 .Evaluation8.Presentation

5.2 Research planning

The Design state: The Design state:

The research planning At figure 2 shown process consisting of SURINE model combined with the constructivist theory process explained as follows:1) Strategies state combined with preparation the problem state. 2) Utilization state for discovery and data collection.

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The research planning

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At figure 2 shown process consisting of SURINE model combined with the constructivist theory process explained as follows:3) Resources combined with discussion and Implementation state.4) Interaction combined with revision state.5) Knowledge combined with evaluation and modification state.6) Evaluation combined with presentation state.

Yes

No

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2.Discovery

3.Data collection

4.Discussion

5.Implementation

6.Revision7.Evaluatio

n

Start

Introduction

PretestMain MenuSub

menu1-8Exercises

Finish

Posttest8.Presentati

on

1.Preparation

Confirm

Exit

Exit

Learning process

SURINE

Model

Constructivist

The learning process.5.4) The development state consists of the WBI.lessons as follows: 5.4.1) Generated content on the topic of the presentation, on WBI.lesson 8 chapter. 5.4.2) Each chapter 1-8 generated contents into the form of text, image, graphic and video. 5.4.3) Learning as a motion picture or video to add (Upload) on the WBI. via the URL. https://sirinuns.com/surinzo/

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The learning process

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5.4) The development state consists of the WBI.lessons as follows: 5.4.4) Creating a quiz at the end of each lesson for all 8 chapters and each chapter of 10 items and create a pretest and posttest total of 50 items. 5.4.5) WBI. lessons were sent to 3 experts to verify a quality of contents , ICT and evaluation part.

The learning process. 5.4.6) Proceed the WBI. lessons to the

effectiveness test (Try out) (Chai Yong Brahmawong, 1993: 98-100) using the three steps and results of the E1/E2 85.00/88.16 5.4.6.1)Sent the WBI lessons to the experts to determine and verify again, prior to treat experiments 30 people two groups using the experimental period of 16 hours, compared with students of the field dependent and field independent group from physical education program.

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The learning process 5.4.6.2) Creating a pretest and post test. To

test the learning achievement on the WBI. lesson for first year undergraduate of physical education students.

5.4.6.3) Proceed the WBI. lessons to first year undergraduate of physical education students two groups were the field dependent and field independent group, each group was 30 students who were treated for experiment for pre-test, learning all 8 chapter of contents and post-test.

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The learning process 5.4.6.4) The evaluation as following:

1) Evaluate the learning achievement pre and post test. 2) Evaluate the satisfaction of the students on the WBI.lessons.

3) Evaluation of students’ opinion test on the systems thinking of the lesson.

5.5) Treatment planning by the two groups (Nonrandomized Control Group Pretest Posttest Design) (Luan Saiyot and Aungkana Saiyot, 2000) as table 2: 26

FD (R) O1 X O2

FID (R) O1 - O2

Figure 4-treatment planning:

X = Innovation using, R= Random assignment, FD =Field dependent group FID= Field Independent group, O1 = Pretest O2=Posttest

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Experimental state

5.5.1) Analysis of the measurement results in the two groups. Calculation of Calculation of the mean and comparedthe mean and compared using t-test statistics by t-independent. 5.5.2) Summary of results the measurement of results of the two groups were compared to see if the group had better innovation. Show that the innovation is effective is effective or say that it is a real innovationa real innovation.

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Experimental state 5.5.3) Data collection of the tools of

experts. 5.5.4) Improve the lessons and find out find out the efficiency. the efficiency. 5.5.5) Proceed with conducted classes on the WBI. lessons with 30 students assigned to the field dependent group, and other 30 students as the field dependent group were taken in the first semester, year 2015 by Planning number 16 hours.

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Experimental state 5.5.5.1) Performed the pretest using the pretest using the

50 50 questions multiple choice test. 5.5.5.2) Proceed testing the learners

learning on the WBI. lessonsWBI. lessons. The students at the end of the exercise, recorded scores recorded scores on the students graduating every chaptergraduating every chapter. 5.5.6) Results of data analysis are follows:

5.5.6.1) The creation and performance of lessons on the WBI.lessons by the three the three expertiseexpertise criteria were shown in Table 1.

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Assessment items M S.D. Result

1.Contents and management 4.60 0.45 Highest

2.Image, Language, Sound 4.25 0.54 High

3. Contents and management on alphabet and color

4.60 0.54 High

4.Learning achievement test 4.60 0.40 Highest

5. Learning management 4.72 0.46 Highest

6. Manual for using learning lesson 4.45 0.50 High

Total mean 4.52 0.48 Highest

Detailed for contents quality Detailed for contents quality E.I.try outE.I.try out

Lesson design quality Lesson design quality E.I.testE.I.test

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Assessment items M S.D. Result

1.Part 1: Content 4.50 0.22 Good

2.Introduction 4.50 0.55 Good

3.Contents part 4.55 0.48 Excellent

4.Summary part 4.52 0.35 Excellent

5.Part 2: Graphic and design 4.51 0.44 Excellent

6.Part 3: Technical 4.45 0.15 Good

Total mean 4.52 0.30 Excellent

The learning achievement The learning achievement pretest for the Field dependent pretest for the Field dependent and Field Independent gp and Field Independent gp

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Group test M S.D t p

Field dependent Field dependent GroupGroup 33.57 4.33 -.838 .40

Field independent Field independent Group Group 34.50 3.93 -.838

Table 3 the mean scores of pretest the Field Field dependentdependent group the mean score at 33.57 (SD.= 4.33) the Field independentField independent group. Mean score at 34.50 (SD.=3.93) t.value equal to -.838 for p. value equal to 0.40, which is the p-the p-value greater than 0.05 value greater than 0.05 indicates that the assumptions it. Thats’ mean scores pretest of the Field dependentField dependent group and the Field Field independentindependent group no differenceno difference.

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The comparison of learning The comparison of learning achievement posttest scores achievement posttest scores

Group test M S.D t p

Field dependent Field dependent GroupGroup 41.40 3.04 -6.54 .00**

Field independent Field independent GroupGroup 45.70 1.93

Table 4 the mean scores of posttest the Field Field dependentdependent group the mean score at 41.40 (SD.= 3.04) the Field dependentField dependent group. Mean score at 45.70 (SD.=1.93) t.value at -6.54 and p. value equal to 0.00, which is the p-value the p-value lesser than 0.05 lesser than 0.05 it is hypothesized that the it is hypothesized that the mean posttest scores of the mean posttest scores of the Field dependentField dependent group and the group and the Field independentField independent group group difference were significant at the 0.05 difference were significant at the 0.05 level. level.

The satisfaction of 1st year law The satisfaction of 1st year law student on Google drive lessonstudent on Google drive lesson. . (15 (15 items)items)

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Assessment items M S.D. Result1.Content, easy to understand. 4.45 0.64 high

2.The learner enjoy on the lesson. 4.39 0.50 high

3. The learner can select any lesson to learn for sequence.

4.50 0.50 high

13.The image, animation are clarify and suitable to the lesson.

4.55 0.45 highest

14.The co-responding suitable to learner.

4.53 0.71 highest

15.Display the learner progressive.

4.50 0.63 high

Total mean 4.51 0.55 highest

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Assessment items M S.D. Result1.Systems thinking are useful. 4.48 0.25 high2.Systems thinking person make a good vision and problem solving.

4.53 0.15 highest

3.Systems thinking person make advance correlation logical thinking

4.45 0.48 high

13.Systems thinking make clarify communication.

4.45 0.44 high

14.I always look forward in various way.

4.45 0.33 high

15.I always think from the cause to

the reason.4.60 0.45 highest

Total mean 4.50 0.38 highest

The opinions for Cognitive styles on The opinions for Cognitive styles on WBI. lessonWBI. lesson

Summary and discussion Summary and discussion

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6.1) The efficiency index of WBI.lessons with constructivist theory had mean scores of formative test at 34.00 of 85 85 percent (E1) percent (E1) with the full score of 40 points and mean scores of post-test (summative) at 44.08 points of 88.1688.16 percent (percent (E2E2) which is higher than the criterion of 80/80, consistent with the research of the Suramai Ransritham .(2008), Paruemon Intawong .2( 010),Yawwalak Phromsri (20081),

Sasataporn Niti-apaitham (2014) and Jirawan Kwuannark 2014).

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The WBI. Lesson had an effective indexes effective indexes of learning achievement and at 0.7226 or (72.26 0.7226 or (72.26 percents)percents)

Furthermore, this model had various learning activities to support learners such as the technique

of learning by doing through constructivist on the SURINE Model with 8 steps of activities: 1.Preparation 2.Discovery 3.Data Collection Preparation 2.Discovery 3.Data Collection 4.Discussion 5.Implementation 6. Revision 4.Discussion 5.Implementation 6. Revision 7.Evaluation and,7.Evaluation and,8 Presentation8 Presentation.


6.2 Learning achievement of learner on WBI.lesson, posttest higher than pretest posttest higher than pretest statistically significant significant at the 0.05 level at the 0.05 level consistent with the research of the the Suramai Ransritham . (2008), Paruemon Intawong . (2010),Yawwalak Phromsri (20081), Sasataporn Niti-apaitham (2014) and Jirawan Kwuannark (2014). Satisfaction 1st year of physical education student program, the total mean was at at the highest levelthe highest level(M=4.58) (SD=0.57) that based on the assumptions.

Sub-items were found to be satisfactory at 4.37 to 4.68, indicating that the students were satisfiedthe students were satisfied with lessons to learn on the Google drive&weblogs. Due to Due to learning tools for the modern. learning tools for the modern.

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6.3 Satisfaction 1st year of physical education student program, the total mean was at the highest levelat the highest level(M=4.51) (SD=0.55) that based on the assumptions.

Sub-items were found to be satisfactory at 4.36 to 4.63, indicating that the the students were satisfiedstudents were satisfied with lessons to learn on the WBI.Due to learning tools was a modern Due to learning tools was a modern lesson. lesson.

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6.4) The learning retention learning retention of 1st year students in the field of learner towards a learning on the WBI.lessons were no difference no difference related with the learning achievement.

This mean the time of two weeks two weeks after posttest on the learning achievement, the learner’s scores still be higher than pretesthigher than pretest.


Suggestions on the Ed.Tech& Suggestions on the Ed.Tech& Comm Comm fieldfield. .

6.5) Suggestions divided as follows. 6.5) Suggestions divided as follows. 6.5.1) Suggestions on the educational

technology and communication field. The instructional technology and communication studies. WBI.WBI. lessons. There were also various other forms of technology. Application of optimal designApplication of optimal design can be used in teaching social media, or lessons on a computer network, such as lessons on WBI.lessons.

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6.5.2)Suggestions for Suggestions for teachingteaching:: 6.5.2.1)The social media or lessons on

the network such as WBI. tutorials on this lesson. To create a portfolio of learners, the self-knowledge through materials, technology for creating conditions of learning. The teachers The teachers must have the more time to constructmust have the more time to construct thethe interactive lesson interactive lesson over computer network on the web and encourage encourage learners to curiosity and search learners to curiosity and search for self-for self-knowledgeknowledge.

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6.5.2)Suggestions for Suggestions for teaching: teaching: 6.5.2.2) Teaching on social media. or

lessons on a network drive, such as lessons on Google&weblogs. Teachers Teachers should be prepared should be prepared and the students the students are ready. And learning process process should be flexible with the timingshould be flexible with the timing. To construct knowledge, self-potential.

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Suggestions for teachingSuggestions for teaching::

6.5.2.3) The class should be navigated to social media or lessons on a computer network, such as lessons on others of WBIlessons on others of WBI to apply to the other other subjectssubjects. That depends on the nature of the material itself. To adjust the thought process of adjust the thought process of the students to construct knowledge the students to construct knowledge for themselves.

6.6.1) The Development on WBI.lesson, should take care for the different level of intelligence of the studentsintelligence of the students.

6.6.2) Should drive through development on WBI.lesson that have the people learn or I do not understand the people learn or I do not understand from studying normal. The students will learn to supplement lesson online through social media or WBI..

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6.6) 6.6) Suggestions for the next Suggestions for the next thesisthesis::

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6.6.3) Lessons on WBI., should be used in a course where the instructor wants wants the students to practice their skillsthe students to practice their skills. Prior to the actual practice. And subjects at risk of harm in the practice.

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Suggestions for the next Suggestions for the next thesisthesis::

7) References.

Boonchom Srisaard, (2002). Basic research. 6th Edition, Suwiriyasarn published 49/10. Burana districy, BKK.10140. Board of Education, (2009) framework. National Higher Education. Chai Yong Prom Wong, (1993). Systems teaching science at Chulalongkorn University Faculty of eduacation. Belland (&) Department of Instructional Technology and Learning Sciences,

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By Surin Cortong and Saroch By Surin Cortong and Saroch Sopeerak,Ph.D.Sopeerak,Ph.D.

Title: Title: The Effect of Using Learning The Effect of Using Learning Model through Internet Network on Model through Internet Network on constructivist of Media Innovation constructivist of Media Innovation

and Information Technology for and Information Technology for Educational Communication Educational Communication

Subject ofSubject of Undergraduate Students Undergraduate Students at Chaiyaphum Rajabhat University.at Chaiyaphum Rajabhat University.

1 chaiyaphum rajabhat university,the most bueatiful city in the north eastern of thailand

Documents

students knowledge

students tryout

satisfaction of students

effectiveness index85

students of idld program

physical education

use technology

learning model