A Development of Blended Learning Model on Information Technology

for Learning Course

Dr.Narumon Rodniam,Instutute of Physical Education Chumphon

Campus, Thailand (patumariya@gmail.com)

Outline for Presentation

INTRODUCTION

THE PURPOSES OF RESEARCH

CONCEPT FRAMEWORK

METHOD

CONCLUSION

RESULTS

The 21st century society makes great demands on its members because of rapidly development and ever-changing political, cultural, social, economical and technological situations. Consequently, the society expects its members to keep pace with these changing situations, and adapt their skills and expertise in all aspects of life. Many societies around the world strongly believe that it is the duty of higher education institutions to provide its youths with these skills and expertise.

Introduction

The present, an information-based, technology-driven society to transform serious concern information overload. So educators, the rapid changes in information and technology present several challenges. Information literacy skill has become one of the essential skills in order to judge what information is “essential” and what content information has to be included into their curriculum.

http://novellcounseling.org/overcoming-information-overload/

All these require educators to train their students to search for, access, retrieve, interpret, synthesize, organize, and communicate information. Beside that , to promote the “Scientific mind”, which is the expertise to proper evaluation of all that we know, it is as a dimension of human capacity that promote and facilitate the continual learning development.We interested in 5 features for a scientific mind are:1)inquiring,2)creativity,3)collaboration,4) rationality, 5)responsibility

To order this raises increasing societal concern for the quality of learning and teaching at higher education. New educational technologies become available, re-thinking conventional practices around teaching and learning is of paramount importance as resources gradually diminish and demand for access to better quality higher education dramatically increase

The term blended learning is relatively new in higher education. (Dricoll, 2002; Osguthorpe and Graham, 2003; Thorn, 2003; Bersin, J., 2004; Olapiriyakul and Scher, 2006; Bonk and Graham,

2006;Garrison and Vaughan, 2008), the most common position is that blended learning environments combines face-to-face instruction with technology-mediated instruction (Graham, 2006; Graham et

al.,2003). However blended learning does not have a pedagogy of its own, but it draws its strength from the three basic theoretical perspectives on learning: behaviourism, cognitivism, and constructivism.

Background

Thus, an urgent need to devise new ways of teaching and learning is critical if we are to prepare our students to live, work and prosper in the 21st century. As a result, different modern educational strategies such as the learning to promoting scientific mind, collaborative learning, Information literacy skill and project-based learning have emerged.

Subsequently,This study is around developing a model to tap the potential of new and emerging technology by blending it with the traditional face-to-face teaching and learning environment on Information Technology for learning.

1) to develop a blended learning model on Information Technology for Learning Course,

2) to study the developing of the students’ scientific mind and information literacy skill for the model implementation.

3) to study students’ opinion towards the developed model.

The purposes of research

CONCEPT FRAMEWORK

Scientific mind

Peer-tutoring

Information literacy skills

ICTLearningsupport

OnlineLearning

IndividualLearning Collaborative

learning

Face to face learning and teaching

Figure 1: A concept framework of Blended Learning model

on Information Technology for learning course

Method

MethodologyR&D

MethodologyR&D

The Research and Development (R&D) approach were used into two phases :

Creating a blended learning model and examining its quality.

the implementation of the developed blended learning model.

Researcher analyzed &synthesized the concepts , principles, theories, and research study, to set concept framework

Researcher analyzed &synthesized the concepts , principles, theories, and research study, to set concept framework

The researcher take summary and comment for improving the BL model to use next step. The researcher take summary and comment for improving the BL model to use next step. 

Data was analyzed by mean ( ) and standard deviation (S.D.) for analyze the quantitative, and content analysis was used for analyze the qualitative.

Data was analyzed by mean ( ) and standard deviation (S.D.) for analyze the quantitative, and content analysis was used for analyze the qualitative.

• The researcher gathered the data by using questionnaire

•Gathering data by observing, interviewing, tracking from the social network and learning logs, and summarize of after-action review (AAR) .

• The researcher gathered the data by using questionnaire

•Gathering data by observing, interviewing, tracking from the social network and learning logs, and summarize of after-action review (AAR) .

construct for the BL model on Information Technology for learning course. The new model was adjusted from the Big6Skill model by Mike Eisenberg&Bob Berkowitz (2009) & the RBBL-PT model by Narumon Rodniam (2012) which is to encourage the students’ scientific mind and the students’ competency in information literacy skill.

construct for the BL model on Information Technology for learning course. The new model was adjusted from the Big6Skill model by Mike Eisenberg&Bob Berkowitz (2009) & the RBBL-PT model by Narumon Rodniam (2012) which is to encourage the students’ scientific mind and the students’ competency in information literacy skill.

The developed model was reviewed and evaluated by 5 experts, whom were chosen by selected sampling.

The developed model was reviewed and evaluated by 5 experts, whom were chosen by selected sampling.

The model that was tried out by 10 students who enrolled in the Information and technology for learning course during the second semester of the academic year 2012, the Faculty of Sport and health Science, Institute of Physical Education Chumphon

The model that was tried out by 10 students who enrolled in the Information and technology for learning course during the second semester of the academic year 2012, the Faculty of Sport and health Science, Institute of Physical Education Chumphon X

Phase1

Evaluation form for BL model

1. Oriented of RBBL model- Significant of model- Theory- Principles- Objective

Comments and suggestions further.

2. Process of BL model- Syntax/ Phrase- Social system

2. Application

• The researcher gathered data by using a questionnaire on 5 experts.

• The data was analyzed by mean ( ) and standard deviation (S.D).

• The researcher gathered data by using a questionnaire on 5 experts.

• The data was analyzed by mean ( ) and standard deviation (S.D).

X

Phase1 :(continue)

The model was try out on 10 students who enrolled in the Information and technology course during the 2nd semester of the academic year 2012, the Faculty of Sport and health Science, Institute of Physical Education Chumphon

• Action-research approach was used for tryout , the researcher gathered data by observing, interviewing, tracking from the Facebook social network and learning logs, and summarize after-action review (AAR).

• Action-research approach was used for tryout , the researcher gathered data by observing, interviewing, tracking from the Facebook social network and learning logs, and summarize after-action review (AAR).

Action Research .. Observe Reflect Plan Action ..

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Before Teaching

During Teaching

After Teaching

Revision

Narumon Rodniam (Teacher)

RecorderSignature.

Memorable formPlan …… Activity…………………………….date……………

Goal

Hypothesis / PlanningTest / Gathering

Analysis

(Student / Researcher)

Recorder

Signature.

Learning logsPlan Activity…………………………….date……………

Summary

Application

Phase1 :(continue)

Phase2 : the implementation of the developed blended learning model

The sampling group was 30 students who enrolled in the Information and technology for learning course during the first semester of the academic year 2013, the Faculty of Education, Institute of Physical Education Chumphon Campus. They were chosen by cluster sampling method.

The sampling group was 30 students who enrolled in the Information and technology for learning course during the first semester of the academic year 2013, the Faculty of Education, Institute of Physical Education Chumphon Campus. They were chosen by cluster sampling method.

31

The quantitative data were analyzed by using t-test dependent sample ,

For the qualitative data were analyzed by using content analysis.

The quantitative data were analyzed by using t-test dependent sample ,

For the qualitative data were analyzed by using content analysis.

Research design :One Group Pretest – Posttest Design (Cohen, Manion, and Morrison, 2003)

1.Pre-test by The Information Literacy Skills Test and the scientific mind measurement

2. An implementation of model for 14 weeks, which online learning via Facebook social network at https://www.facebook.com/notes/it2leaning1_2013/ and F2F learning., and asked for students’ opinions.

3. Post-test : The Information Literacy Skills Test and the scientific mind measurement

1.Pre-test by The Information Literacy Skills Test and the scientific mind measurement

2. An implementation of model for 14 weeks, which online learning via Facebook social network at https://www.facebook.com/notes/it2leaning1_2013/ and F2F learning., and asked for students’ opinions.

3. Post-test : The Information Literacy Skills Test and the scientific mind measurement

Gathering data by using the scientific mind measurement, and The Information Literacy Skills Test, and student’s opinion was gathering by interviewing , learning logs and record after-action review (AAR).

Gathering data by using the scientific mind measurement, and The Information Literacy Skills Test, and student’s opinion was gathering by interviewing , learning logs and record after-action review (AAR).

Phase2 :(continue)

A scientific mind test for pretest and post-test, which was a five-point, Likert - type rating scale questionnaire, and it has reliability of 0.89 ,

A Scientific Mind Measurement

Phase2 :(continue)

The Information Literacy Skills Test for pretest and post-test.

Phase2 :(continue)

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The researcher gathered data of student’s opinion by interviewing , learning logs, memorable and record after-action review (AAR).

Phase2 :(continue)

RESULTS

The development of a BL model

An Implementation of a developed model toward the students’ scientific mind and The Information Literacy Skills.

Consists of 3 part as follow;

The study students’ opinion towards the developed model.

RESULTS

Based of the research, the results can be seen as follows:

1) A developed blended learning model on Information Technology for Learning course consisted of four parts: Part I: Orientation to the model, Part II: The model, Part III: Application, and Part IV: Learning outcomes. (Adjusted from teaching model of Joyce,Weil, and Calhoun (2004). As shown in Figure 3

Figure3: A Blended Learning model on Information Technology for learning

Concepts &Theory• Constructivism Theory• Collaboration theory • Information literacy Skills• Scientific Mind, •Blended Learning•Peer Tutoring

Principles1. Focus on problem and activities learning to encourage the Scientific Mind and Information literacy Skills.2. Individual learning and Collaborative learning (focus on peer-tutoring)3. Mix F2F and Online Learning environment.4. Peer Tutoring by Everyone is a tutor and Learning by teaching

Nurturing EffectsThe ability of learner in analysis thinking, system thinking, Communication Skills ,

I: Orientation IV: Learning outcomes

• Teacher should create plan for BL course level consists of 4 phases :

1) Orientation for RBBL-SM : 1 weeks

2) Practical-Strategies (pre-project) : 6 weeks

3) Project Construction : 6 weeks

4) Evaluation and Report : 1 weeks

• Learners should participate in orientation and all activities.

• Institute / Faculty should supports the provision of integrated curriculum, service learning resources and promote fund for research.

A Scientific Mind was encouraged : 1) inquiring, 2) creativity, 3) collaboration, 4) rationality, 5) responsibility

Information Literacy Skills1) determines 2) accesses 3) Evaluates4) uses information5) Understand and accesses and uses information ethically and legally

•Knowledge•ICT Skills

I I I. Application

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3. Media & Recourses

2.Process

Measurement of the Scientific Mind

Measurement of Information Literacy Skills

Promotingthe Scientific Mind

Developing Information literature Skills

Improving role oftutor &learner

The Authentic Measurement and Evaluation

1. Objective

6. Measurement and Evaluation

4. Roles of a Teacher

•Planner•Resource Provider•Learning Facilitator•Mentoring -Coaching •Evaluator & Model for learner

I I: The model of Blended Learning

Plan Activity

WWW

Video, YouTube

GoogleDocsGoogleForm

Google Spreadsheet

Facebook,Chat]Discussion Forum

GoogleSite

Meeting, Dialogue to review the problem in classroom

Mind Map

Filed Trip

NotebookTablet

Work place

Computer room,dialogue to review in class room

Seeking for Solving

Set Task/ Problem

Collection and Collaboration

Analysis and Interpretation

Synthesis and Summary

Evaluation and Sharing

5.Roles of a Student

•Inquiry•Creativity•Collaborative •Rationality•Responsibility•honestly reporting

Online

F2F

• Teacher should create plan for BL course level consists of 2 phases :

1)Practical-Strategies (pre-project) : 7 weeks (focus on role of teacher )

2)Project Construction : 7 weeks (focus on role of student )

•Learners should participate in orientation and all activities.

•Institute / Faculty should supports the provision of integrated curriculum, service learning resources and promote fund for research.

The experts agreed to the quality of Blended Learning model on Information Technology for Learning Course in very good level ( X=4.55, S.D.=0.54). The pilot study was found that the blended learning model had feasibility for the implementation.

2. A results of implementing the developed model

2.1. The average scores of the students’ scientific mind after learning through the developed model were significantly higher than students’ scientific mind before learning on 0.05 level of significance. As shown in table 2.

2.2. The average scores of the students’ Information Literacy Skill after learning through the developed model were significantly higher than before learning on .05 level of significance. As shown in table 3

3) the Students’ opinion about the blended learning process: students had opinion about the blended learning process that would appropriate in the high level and it would help them to greatly develop their scientific mind and self evaluation in Information literacy skill. It would help students to understand themselves, and making them aware of their strength, and weakness on their problem solver. It would help them to develop not only their knowledge in higher levels but also they could gain problem solving, and communication skills. Also, they are able to exchange their learning with their classmates as well.

Conclusion

In summary, this research supported the learning outcome for developing the student scientific mind and information literacy skills on using information technology for learning. It is also appropriate to be applied in learning management in other courses. Our findings emphasized that the instructors would implement it to analyze the learning content as well as prepare learning media. Studying the relationship between developments of information literacy skill, learning achievement, competency in information technology and communicationand thinking process could be a good direction for future research.