การพัฒนาการเรียนการสอนบนเว็บโดยบูรณาการการเรียนรู้ร่วมกันกับการแก้ปัญหาเป็นฐาน สำหรับนักศึกษาระดับปริญญาตรี

This research aims to develop web-based instruction 1) Used as a base to develop and create web-based instruction using integrated collaborative learning and problem-based learning. 2) Compared before and after learning with the normal and web-based instruction using integrated collaborative learning and problem-based learning 3) Study the progress of problem solving. 4) Study the teamwork capability and 5) Study the satisfaction of students. A research target group was 60 students from the grade 4, which enroll a quantitative analysis of Radio - Television Programming and Media Management subject. Tool used in the research is: web-based instruction using integrated collaborative learning and problem-based learning. Researcher used data analysis based on statistic data analysis by mean, standard deviation and t-test for Dependent, Independent Samples. The result of this research was as follows: 1) The web-based instruction includes 3 elements: (1) Lesson Introduction (2) Instruction and (3) Conclusion. 2) Results in the development of the study fulfilled by students found that students learning through web-based instruction using integrated collaborative learning and problem-based learning were higher in comparing with normal instruction at .05 level of statistically significance. 3) The progress of solving the problem of student by teaching on the web-based instruction using integrated collaborative learning and problem-based learning were higher than students with normal instruction. 4) Ability to teamwork of students learning through web-based instruction on a high level. 5) Students learning through web-based instruction were satisfaction in teaching on the highest level

Using Technology to Support Pedagogy in an OR/MS Course

We tried several methods to improve pedagogy in a graduate introductory OR/MS course. We developed digital video instruction modules, animations, computer-based tutorials, and a course Web site and used Web-based feedback, virtual classrooms, and collaborative learning methods to support students\u27 learning. We learned that the course Web site, Web-based feedback, virtual classrooms, and some collaborative learning methods are easy to develop and implement and provide immediate returns. Others, such as digital video instructions, animations, and real-time collaborative computing, need more time but may provide better pedagogic benefits in the long run. The benefits from all the efforts accumulate over time. Individual instructors will have to decide whether the potential benefits provide enough payback, depending upon the reward structure of their institutions

CSCL: Structuring the Past, Present and Future Through Virtual Portfolios

Web-based processes of learning and collaboration produce an enlarged structural opportunity at many levels. Careful structuring of the virtual space supports and adds quality to both collaborative learning between students, and to instruction. Such enhancement in quality may take place through use of individual and collaborative spaces for learning activities, overview of process and content, increased clarity of learning expectations, and facilitation of collaborative and individual processes of reflection and self-reflection. This chapter investigates the structuring potential of a virtual version of portfolios for supporting these aspects. It discusses the conceptual and structural complexity associated with design and use of virtual portfolios from the perspective of, both learners and instructors, and on the basis of the design and use of virtual portfolios in a web-based American course on global change

How People With Multiple Sclerosis Experience Web-Based Instructional Technologies

People with the autoimmune disease multiple sclerosis (MS) have few options for educational activities. Although web-based instruction may be a viable option, little is known about how people with MS perceive this form of learning. The purpose of this qualitative study was to understand the experiences of people with MS regarding web- based instruction. The 3 learning structures--differentiated instruction, collaborative learning, and assistive technology--provided the conceptual framework for this research. Nine volunteers from the Pacific Northwest area of the United States who have MS were individually interviewed for this basic qualitative study. Transcripts were analyzed using open, axial, and selective coding. The results indicated that all participants found personal and professional benefits of their experience with web-based instruction and used course management systems to successfully communicate with instructors or peers. Participants also noted that these management systems did not directly aggravate their MS disease symptoms. Findings from the study may be useful information to individuals with MS for effectively managing their educational choices. This study\u27s results could also be used by learning institutions to improve the access to education and allow individuals with MS to more fully participate in training opportunities

Developing Leadership in a National Cohort of Secondary Biology Teachers: Uses of an On-Line Course Structure to Develop Geographically Distant Professional Learning Community

This report is a descriptive study of the role that on-line courses might have on the development of Professional Learning Communities (PLC’s) that support national leadership initiatives of participating high school biology teachers. The one hundred teachers involved in the Life Sciences for a Global Community (LSGC) Institute are expected not only to deepen their content knowledge, but also impact their district and state biology curricula. Additionally, the dispersion of Institute participants across the country presents a unique opportunity to develop, communicate. and implement a national coherent reform agenda. However, the geographic distance presents a barrier to collaborative design of leadership projects. Therefore, the LSGC Institute designed web-based, distance learning courses as a means for both the instruction and development of distant professional relationships

Improving Learning Achievement Using Effective Mix and Match Learning Model

This current study aims to examine the implementation of the mix and match of three learning models i.e. Self-directed learning, Discovery learning, and Collaborative Problem Based learning. Mix and match learning model is performed to optimize the benefits from each models and minimize the weakness. In implementation phase, the learning process was started from self-directed learning models, where students were directed to collect any information regarding the subject from many resources using Web-based Instruction. This method basically involves encouraging students to prepare for the lesson before class. To complete this session, the student make a literature review. In the next session the Discovery learning models was implemented. In this session Picture Prompt presentation technique and some interactive experiences such as asking provocative questions were applied. After this, the Collaborative Problem Based Learning is performed using mix of several techniques i.e. Make a Match, Student Team Achievement Division and Number Heads Together. The Small group discussions model is a part of the Collaborative Problem Based Learning models. In the end of Collaborative learning session, the selected student presented their work. In the last session, every student has to make summarize using their own words. Assessments were performed in end of each session. The research found that the mix and match model effectively improve the student\u27s achievement in cognitive, affective and psychomotor aspect

Improving Learning Achievement Using Effective Mix and Match Learning Model

This current study aims to examine the implementation of the mix and match of three learning models i.e. Self-directed learning, Discovery learning, and Collaborative Problem Based learning. Mix and match learning model is performed to optimize the benefits from each models and minimize the weakness.  In implementation phase, the learning process was started from self-directed learning models, where students were directed to collect any information regarding the subject from many resources using Web-based Instruction. This method basically involves encouraging students to prepare for the lesson before class. To complete this session, the student make a literature review. In the next session the Discovery learning models was implemented. In this session Picture Prompt presentation technique and some interactive experiences such as asking provocative questions were applied. After this, the Collaborative Problem Based Learning is performed using mix of several techniques i.e. Make a Match, Student Team Achievement Division and Number Heads Together. The Small group discussions model is a part of the Collaborative Problem Based Learning models. In the end of Collaborative learning session, the selected student presented their work. In the last session, every student has to make summarize using their own words. Assessments were performed in end of each session. The research found that the mix and match model effectively improve the student’s achievement in cognitive, affective and psychomotor aspect

Electronic Collaboration Across Cultures in a Web-based Project for English Writing Instruction

The paper highlights the importance of experimentation and an innovative approach to English language writing instruction with the help of information communication technology (ICT or IT). First, it describes the local situation of English language teaching at The Chinese University of Hong Kong (CUHK). Then, it summarizes the development of IT proficiency and student-led collaborative learning groups at CUHK. Third, it reports on an International Web-based writing project involving six collaborating schools in different parts of the world including China, the United States, Indonesia, and Hong Kong in the year 1999-2000. In the report, the author-presenter will share with the audience a new ELT course development titled "English Online: Writing on the Web." He will explain the course objectives, the background of participating classes, the Web Course Tools (WebCT), the design of the project, the evaluation of course effectiveness and the outcome of the new curricular initiative. Finally, the paper presents a summary of a practical guide to electronic collaboration and some of the lessons the writer has learnt in five years\u27 experience of participant-observation in English teaching practice using the Web