Nilsook, P., and Wannapiroon, P. (2012). Blended e-Learning Activities for the Information and Innovation Management Course: Its Outcomes of Graduate Students’Bangkok-Thonburi University. The Proceeding of the Fourth TCU International e-Learning Conference 2012 (IEC2012): "Smart Innovations in Education and Lifelong Learning". June 14-15, 2012. Nonthaburi, Thailand. pp. 221-227.

3. 21st Century Student Outcomes & Support Systems
The Partnership for 21st Century Skills : http://www.p21.org

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

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

7. graduate students of Bangkok-Thonburi
Population University, enrolled in the entire academic year
y, y
of 2010
graduate students of Bangkok-Thonburi
Sample Group University, taking the Information and
Innovation Management Course on S i k t
I ti M tC 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
g
Variables
V i bl Blending e-Learning approach
Dependent Learning outcomes
Five areas of satisfaction including content
Variables and style, testing, visual aids and language,
d t l t ti i l id dl
letters and colors, and lesson management

10. 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.
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
e-Learning,
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.

11. 4. Blended e-Learning Activities
g
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
co te ts, stude ts e e equ ed
contents, students were required to take the same achievement test again.
ta e t e sa e ac e e e t aga

12. 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.
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.
y p p pp p y

14. Males
33%
Females
67%

15. 15%
5% 20%
<30
24% 30-39
41% 40-49
>50

16. 22
19
13 13
10
< 5 years 5 - 10 11 - 15 16 - 20 > 20 years
years years years

18. 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 % f th i learning from
d 42.83 d 41.76 for their l i f
a regular class.

19. The overall satisfaction of the students with blended
learning through e-Learning was at the highest level
(X = 4 61)
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)
i i i 4.62)
testing ( X= 4.67)
visual aids and language ( X = 4.58)
letters and colors ( X = 4 56)
4.56)
lesson management ( X = 4.63)

21. 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
lectures manage to blend 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 undergraduate
students who are not only learners but also academics.
y

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

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