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A SYNTHESIS OF SELF-DIRECTED LEARNING DESIGN MODEL WITH CONSTRUCTIONISM IN THE ENVIRONMENT OF NEW MEDIA IN

THAI HIGHER EDUCATION

Suthin Rojprasert

Ph.D. student, Learning Innovation and Technology Program, Faculty of Industrial Education and Technology, King Mongkut’s University of Technology Thonburi, Bangkok Thailand

srojprasert@csus.edu, suthin999@yahoo.com, suthin.roj@dpu.ac.th,

Jariya Neanchaleay

Faculty of Industrial Education and Technology, King Mongkut’s University of Technology Thonburi, Bangkok Thailand Jariya.nean@kmutt.ac.th

Dr. Surapon Boonlue

Faculty of Industrial Education and Technology, King Mongkut’s University of Technology Thonburi, Bangkok Thailand surapon.boo@kmutt.ac.th

Conference: e.g. Atlanta, GA, Las Vegas, NV, etc. Paper Category: e.g. Full Paper, Extended Abstract, etc. Track: e.g. Business, Education, etc.

ABSTRACT

The study presents a self-directed learning design model with constructionism appropriate in the environment of new

media. The model intends to develop more effectively students’ creative thinking in Thai higher education. The

foundation of the model come from information collected through interviewing followed by brainstorming, opinions from

experts, and focus group discussion. The model consists of the following elements: identifying learning goals; analysis

learners; design of lesson content; identification of learning activities; preparation of a learning environment support

system; and methods of learning assessment. Each input was analyzed to determine elements appropriate for self-

directed learning design. The model is intended for use with new media in Thai higher education. The results of this

study will enable teachers to design curricula with social media technology in the instruction so students can be improve

deep learning.

Keywords: Self-directed Learning, Constructionism, New Media, Creative Thinking, Thai

INTRODUCTION

The Ministry of Education of Thailand has long fostered autonomous learning in educational practice. The Minister has

encouraged Thai educational institutions and agencies to provide substance and activities in line with learners’ interests

and aptitudes, while recognizing individual differences. The teaching and learning process should enable students to

develop at their own pace and to the fullest of their potentiality. To accomplish this goal, learning style must be

considered. Appropriate teaching methods must match students’ learning style, especially in higher education. Self-

directed learning, as autonomous learning, is the educational goal of the nation. Teachers and professors need to

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develop instructional strategies or models compatible with learners’ desire in order to help in higher education students

develop their creative and critical thinking.

Globalization, the development of the information society, and the acceleration of the pace of life, combine in influencing

people to design and implement network learning environments. Users have an urgent need for a more intelligent,

efficient and personalized internet to enhance learning management, user experience, and promote resource sharing.

The study of new learning technologies has attracted much attention from scholars and teachers, especially those in

higher education. The introduction of new media has made significant changes in education. Thai higher education

institutions provide online learning platforms with good network infrastructures. Using web 2.0 tools in higher education

provide a synthesis of the research literature in the field and a series of illustrative examples of how these tools are

being used in learning and teaching, draws out the benefits that these new technologies appear to offer, and highlights

some of the challenges and issues surrounding their use and exploring how web 2.0 tools can be used to support

evidence‐based practices in learning and teaching. The project has also produced two in depth case studies, which are

reported elsewhere (Galley et al., 2010, Alevizou et al., 2010).

Self-Directed Learning with Constructionism

Student-centered learning is an approach to education focusing on the needs of students, rather than those of others

involved in the educational process. Information technology provides educational techniques to attract maintain student

attention leading to student assumption of responsibility for learning. The location, discovery, and analysis of information

now shifts to the student, through the assistance of the professor. The new concept of learning, a phenomenon not

limited to time and place, allows teachers and students to get knowledge on their own, an activity called self-directed

learning (SDL). Knowles (1975) defined SDL as a process in which individuals take the initiative, with or without the help

of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for

learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes. Brockett and

Hiemstra (1991) saw instructional methodology and learner personal characteristics coming together in an event where

the learner assumes personal responsibility for the educational experience. When individuals have primary responsibility

for planning, implementing, and evaluating their learning effort, Knowles (1975) views SDL as more aligned with our

natural tendencies and psychological development processes. Compelling evidence shows that proactive students learn

more and better than reactive learners, who stand passively waiting to be taught. Proactive students approach learning

more purposefully with higher levels of motivation, retain and apply what is learned better and longer than reactive

learners. As we mature and develop psychologically, an essential characteristic is the ability to accept increasing levels

of responsibility for our own lives and to become increasingly self-directed. Many of the new developments in

educational practices, including nontraditional study programs, universities-without-walls, and external degree programs,

place a heavy responsibility on the learners to take initiative and develop abilities of self-directed inquiries. Participants

involved in these programs without the ability to self-manage their learning will lead to anxiety, frustration and failure.

Self-directed learning, however, integrates self-management, social setting, resources, and actions. Students can

develop SDL, rather than enduring spontaneity. Academic staffs need to raise awareness of students' role in their own

learning and shift some of the responsibility for learning to the learners (Abdullah, 2001). The study of SDL has attracted

much attention from scholars and teachers, especially those in higher education institutions. However an understanding

of learner attributes and how the impact of learning theory in online learning contexts is equally important (Song and Hill,

2007). Therefore, SDL is defined in this development of learning skills to gain control over and input into their own

learning process and to accomplish their educational goals through their own engaged learning activities. The

enhancements of online technologies have provided more changes and variety pedagogical approach in the instructional

design model and self-directed learning is the basic ingredient for surviving and thriving and students with SDL are able

to learn more and believe to be more creative.

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Papert (1993) argued, “not very long ago, and in many parts of the world even today, young people would learn skills

which they could use in their work throughout life. Today, in industrial countries, most people are doing jobs that did not

exist when they were born. The most important skill determining a person's life pattern has already become the ability to

learn new skills, to take in new concepts, to assess new situations, to deal with the unexpected. This will be increasingly

true in the future: The competitive ability is the ability to learn” (Papert, 1993, p. vii).

Seymour Papert’s Constructionism favors learning through the creation and sharing of artifacts. These theories both

question conventional, objectivist ideas, arguing that knowledge is not transmitted from one person to another as a

finished product, but rather each individual acquires knowledge through personally meaningful experiences and

reflections. Constructionism and constructivism thus value learning by doing, and engaging in hands-on, intrinsically-

motivating, real-life tasks. Constructionism is based on two different senses of construction: people learn by actively

constructing new knowledge; and constructionism reminds us that the best way to learn is to build something tangible-

outside of your head-that is personally meaningful (Papert 1990). After that Papert (1999) says that knowledge is best

constructed in a social context where the participants make something shareable. This view is consistent with the

theories of Vygotsky, Lave, Wenger and others. Constructionism particularly applies to learning with digital technology.

The use of technology enables the creation of interesting things from which one learns.

The basic goal of constructionism is to place emphasis on creativity and to motivate learning through activity. Learning is

seen as more effective when approached as activity rather than passive involvement (Kafai and Resnick, 1996). The

importance of these ideas can be found in the shift away from thinking about education as begin centered solely in the

mind of the teacher and more as a partnership between teaching and student. Therefore, self-directed learning is

celebrated with students working to solve problems and develop students’ creative thinking.

Strategies of New Media by Web 2.0 Tool for SDL

The term “new media” are converging with digital media, specifically interactive media and media for social

communication. Besides new media means more than entertainment. World Wide Web–based modules combine

animation, voice and video clips, captions, and text to create accurate, well-organized, and pedagogically solid

productions. Therefore, the work was to isolate the specific digital production tools or online networks and interested in

the media ecology with social network sites, media fandom, and gaming of learning today and almost all situated in the

social and activities rather than in contexts of explicit instruction. The use of social media implies, for example, that

learners should be ‘active co-producers’ of knowledge rather than ‘passive consumers’ of content, and that learning

should be a ‘participatory, social process’ supporting personal life goals and needs (Lee and McLoughlin, 2010). Beside

internet applications is the web tools of contemporary social media are used by a lot of users. As such, the social media

is a sufficient critical mass of users and applications to be of genuine collective benefit and social significance.

Although there are multiple interpretations of the term “Web 2.0”, it can be defined as a second generation,

communicative form of the World Wide Web that emphasizes active participation, connectivity, collaboration and sharing

of knowledge and ideas among users (McLoughlin and Lee, 2007). Web 2.0 applications support self-directed learning

opportunities. Besides internet has various information sources for learning, it has applications to reproduce and enrich

the content.

In addition, there has been considerable thought already given regarding the Internet’s impact on SDL. Draves (2002)

lists various reasons why the Internet enhances learning, including such advantages as being able to learn at a peak

time of day, learning at your own speed, accessibility to much information, an ability to track personal progress, and the

capability to test personal learning efforts. He also believes cognitive learning via the Internet is actually better than in-

person learning. Long (2001) likes the virtual world’s potential for learning to go “beyond problem solving to problem

posing”. In addition, Kerka (1997) mentions the Internet’s time and place flexibility in supporting SDL. Ruelland (2003)

likes the flexibility the e-world provides in the learning rhythm. Therefore web 2.0 tools can be used to develop learning

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strategies that can enhance student motivation, improve participation, facilitate learning and social skills, stimulate higher

order cognitive skills, and increase self-directed learning (Redecker et al., 2009) and believes some SDL forms are well

suited to the internet: self-directed learning is important to keep up with change and it is plausible to expect the demands

of a changing world to lead to greater amounts of self-directed learning.

New Media in Higher Education

The study of online learning has attracted much attention from scholars and practitioners, especially those in higher

education institutions (Hill, Wiley, Nelson, & Han, 2003; Hofmann, 2002). Present, the popularity of new media or social

networking sites has increased, colleges and universities have begun incorporating these tools into their learning mix to

connect with everyone, these networks were an appropriate or effective resource for students to use. Likewise teachers

in many Higher Education Institutions are now looking beyond the traditional institutional virtual learning environment to

the wealth of new media and services which are freely available, many of which have significant educational potential,

and teachers who are simply seeking effective ways to support students’ learning. Students’ general use of social

networking is intrinsically personal and informal, free from significant constraints. If teachers wish to make use of social

networks in education they will need to be very clear about acceptable content, language, tone and etiquette.

The adoption of Web 2.0 tools at universities is associated with important challenges and an effective strategy to deal

with implementation problems may therefore include learning from experience, as well as open access to content and

reliance on open platforms for knowledge sharing and creation (Freire, 2008). There are indications that students

perceive benefits as well as difficulties arising from the use of Web 2.0 tools in university courses in comparison to the

use of traditional e-learning tools and classroom lectures (Kumar, 2009). Therefore, possibility to integrate student

artifacts that were created with Web 2.0 tools was investigated in relation to the use of wiki, blog, e-portfolio, online

community website, media sharing, and Moodle LMS.

New media provides an opportunity for higher education to take a fresh look at designing a better educational

experience. Residential programs, for instance, probably should focus on the educational activities. Then new media

learning materials could enhance the academy’s contribution to society by improving learning efficiency and expanding

higher education’s impact. Both the quantity and quality of learning could increase.

Summary

The model intends to develop more effectively students’ creative thinking in Thai higher education. The foundation of the

model come from information collected through interviewing followed by brainstorming, opinions from experts, and focus

group discussion. A more comprehensive SDL model is needed to incorporate context as a contributor to the overall

process.

A Conceptual Model for SDL with constructionism via new media

Conceptual model for self-directed learning (SDL) with constructionism via new media, before interesting and readiness for

SDL among undergraduate students. Learner have to make the self-planned and self-conducted learning projects, and

choose or influence the learning objectives, activities, resources, priorities and levels of energy expenditure than does the

other directed learner and describes self-directed learning is an increase in knowledge and skill. Including acceptation for

assessment, students are able to learn more, problem solving and believe to be more creative with constructionism. Beside

students get knowledge on their own with “learning by making” and “learning by doing” for included students’ opportunity

were share idea and skills, creative and critical learning in classroom environment with new media. Because new media are

converging with digital media, specifically interactive media and media for social communication on web 2.0 (with

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Technologies and Applications for the Android OS. And Knowledge Content) for online learning and social network and that

were created with Web 2.0 tools was investigated in relation to the use of wiki, blog, e-portfolio, online community website,

media sharing, and Moodle LMS. There are also some elements important for design in relationship causal for students’

creative thinking. The following section introduces a conceptual model for self-directed learning with constructionism in the

environment of new media. (see Figure: 1)

Figure: 1. A conceptual model for self-directed learning with constructionism in the environment of new media.

Conclusions

The major principles of that system, instructional system design for self-directed learning model with constructionism in the

environment of new media. Elements of learning include from scholars: Klausmeier and Ripple (1971); Naruemon Sirawong

(2005); Anirut Satiman (2007); Uthit Bamroongcheep (2008).

The following sections illustrate these points by describing how the SDL concept is integrated into the model, design and

implementation of for self-directed learning with constructionism in the environment of new media. Show in Figure: 2.

Learning Environment

New Media

(Web 2.0 Application)

Creative Thinking

Constructionism

Self-Directed

Learning

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Figure: 2. SDL Model with constructionism in the environment of new media.

The Promotion of learning as known as the knowledge is lifelong learning. Learner is important. The learners have

freedom to learn under their control. Lead to self-direct learning with constructionism and include self-discipline and

responsibility, and self-confidence. To be successful in self-study under the learning environment of new media that is

conducive to learning appropriate. From the concept which can be deployed in higher education following.

Reference

Abdullah, M. H. (2001) Self-directed learning. ERIC Digest. Bloomington, IN: ERIC Clearinghouse on Reading, English, and Communication. Alevizou, P., Conole, G., Culver, J. and Galley, R. (2010) 'Ritual performances and collective intelligence: theoretical frameworks for analysing emerging activity patterns in Cloudworks'. Proceedings of the 7th international conference in Networked Learning. Aalborg, Denmark, 3‐5 May 2010. http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/PDFs/Alevizou.pdf ISBN 978‐1‐86220‐225‐2. Anirut Satiman (2007) The Effects of Online Project-Based Learning Activity Model on Self-Directed Learning and Learning Achievement of Higher Education Students. Doctoral dissertation, The Srinakharinwirot University, Thailand.

Steps of SDL with constructionism.

Constructionism in the Learning Environment. Self-directed Learning. - Autonomy. - Positive orientation to the future. - Internalized evaluation. - Self-concept as effective Learner. - Initiative and freedom for learning. - Self acceptance. - Love to learning. - Ability to apply learning and problem solving skills.

- Open mindedness for learning.

Control

F

E

E

D

B

A

C

K

Climate of learning environment.

Determination of teacher.

Instruction model by self-directed learning with constructionism in the environment of new media.

Activities reinforce of skills.

Reinforcement.

Learning evaluation.

Process

Identify instructional goals and specification of objectives.

Learner analysis.

Content analysis and design.

Determination of learning activities.

Learning environment resources

Evaluation of learning design

Input

Learning evaluation of authentic assessment by portfolio.

Compare of students creative thinking score between before And after learning by SDL with constructionism in the environment of new media.

Learning achievement of students by SDL with constructionism in the environment of new media.

The students satisfaction toward the SDL with constructionism in the environment of new media.

Output

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