Thailand Cyber University and the Best Practice for Open Online Courseware’s Services

Thailand Cyber University and the Best Practice for Open Online

Courseware’s Services

Supannee Sombuntham1 & Jintavee Khlaisang, Ed.D. 2

1Assistant Professor and Advisor to the TCU ProjectThailand Cyber University Project, Bangkok, Thailand, [email protected]

2Assistant Professor, Department of Educational Technology and Communications,

Chulalongkorn University, Bangkok, Thailand, [email protected]



• TCU OOC: Introduction• TCU OOC: The Overview• TCU OOC: User Analysis• TCU OOC: Summary

INTRODUCTIONTCU initiated project in related to the enhancement of OOC can be addressed as follows:

• TCU as a supporter for the production of the sharable Open Online Courseware (OOC) disseminating via UniNet.

• The sharable Open Online Courseware (OOC) which currently contain upto700 courses with more than 50,000 users have enrolled in one or more courses, and more than 600,000 users have visited the website since the starting of the project in 2005 (Thammetar, 2012)

This paper aims at presenting: 1. the overview of OOC2. the user analysis in accordance with the users’ satisfaction collected from 2011 to 2012

3. the summary of OOC based upon the mentioned analysis as for the challenge and which should not be overlooked.

TCU OOC : THE OVERVIEW

Figure 1: Screenshot of TCU OOC (http://www.thaicyberu.go.th)

Figure 2: Screenshot of TCU OOC (Example of user’ page after log in)

Figure 3: Screenshot of TCU OOC (Example of the course after log in)

Self-paced Learning Courses as Classify by Organizations

Table 1: Total of Self-paced Learning Courses Classify by Organizations (the top 10 organizations developing the highest numbers of OOC)

Total of Self-Paced Learning Courses

Organizations No. of Courses %

Kasetsart University 126 20.93

Suan Dusit Rajabhat University 110 18.27

Chulalongkorn University 68 11.30

Naresuan University 57 9.47

Group of Universities supported by OHEC 49 8.14

King Mongkut’s Institute of Technology Ladkrabang 39 6.48

The University of the Thai Chamber of Commerce 25 4.15

Silpakorn University 12 1.99

The Stock Exchange of Thailand 12 1.99

Thailand Cyber University 11 1.83

Microsoft (Thailand) Limited 11 1.83

Mahasarakham University 10 1.66

Total Times and Number of Sessions Accessing Course During Year 2012

Total Time and No. of Sessions Accessing Courses (Top 10) Year 2012Total time(minutes) No of sessions Average time Course name organization

215,463 46,929 4.59 Tell Me More Thailand Cyber University119,884 38,436 3.12 Learning Innovation Thepsatri Rajabhat University

95,757 3,098 30.91 Chemistry Prince of Songkla University91,178 9,058 10.07 Java Programming Chulalongkorn University70,893 39,712 1.79 Curriculum

Development Thepsatri Rajabhat University50,535 12,649 4.00 Computer in Business Chulalongkorn University49,470 11,229 4.41 Educational

TechnologySuan Dusit Rajabhat University

43,230 9,661 4.47 Facebook for instruction Thailand Cyber University

42,749 7,786 5.49 Methods of Teaching Suan Dusit Rajabhat University42,729 17,161 2.49 Learning

Management Thepsatri Rajabhat University

Table 2: Total Times and Number of Sessions Accessing Course During Year 2012 (The top 10 courses)

TCU OOC: USER ANALYSIS Number of Self-Paced Course

Registrations Classified by Users’ Age Group

Age Group Total %

0-19 19,535 7.3220-26 89,229 33.4227-39 103,044 38.6040-46 23,113 8.6647-57 20.910 7.83>= 58 11,156 4.18

Grand Total 266,987

Number of Self-Paced Course Registrations Classified by Users’ Age Group

TCU OOC: USER ANALYSIS

Number of Self-Paced Course Registrations Classified by Users’ Occupation

Number of Self-Paced Course Registrations Classified by Users’ Occupation

Occupation Total %Student 98,870 37.03Government Officer/Staff 56.164 21.04

Employee 30,808 11.54Self-Employ 8,852 3.32Unemployed 5,956 2.23State Enterprise Employee 5,008 1.88

N/A 61,329 22.97Grand Total 266,987


Number of Self-Paced Course Registrations Classified by Users’ Education Level

Number of Self-Paced Course Registrations Classified by

Users’ Education LevelEducation Level Total %

Bachelor’s Degree 87,400 32.74Secondary Level 30,692 11.50Master’s Degree 23,895 8.95Diploma 8,072 3.02Vocational 6,861 2.57Primary Level 5,795 2.17Graduate Diploma 2,146 0.80Doctoral Degree 1,731 0.65Higher Graduate Diploma 1,397 0.52

N/A 98,998 37.08Grand Total 266,987


Number of Self-Paced Course Registrations Classified by Users’ Access Time

Number of Self-Paced Course Registrations Classified by Users’ Access Time

Access Time Total %Accessed less than 1 minute 1,230 1.99Accessed more than 1 minute but less than 1 hour 34,241 55.38

Accessed more than 1 hour but less than 10 hours 21,064 34,07

Accessed more than 10 hours 5,296 8.57Grand Total 61,831

TCU OOC: SUMMARY• English, teaching & learning, and science & technology are the top 3 popular subjects.

• The average time access was 7 minutes per session.

• Majority of the users were 27-39 & 20-26 years old.

• Most of the users were students and government officers.

• Most of the users have earned bachelor’s degree.

• More than half of the users accessed more than 1 minute but less than 1 hour.

For further design & development the content for each course, the three mentioned subject areas may be set as priority.

• The portion of the content in each course should be contained no longer than 30-60 minutes for learning.

• It should also be considered to divide it into as many sub-sessions as possible. For each session, it should contain the content that may take 5-7 minutes for learning.

TCU OOC: SUMMARYSummary & Discussion : • Findings were consistent with the research findings by Khlaisang (2010 & 2012) mentioned that in order to gain learners’ attractiveness & instructional effectiveness, content should be concise, updated, and chunked materials to help organize contents in appropriate categories.

• In terms of the content reliability, the OOC has addressed name and affiliation of the owners of the contents which are vital and would be benefit of others for further references.

• Concerning the content quality, it was found that the OOC has presented fact with no bias, along with the recognition of resource used in the content.

• for the interface design and usability testing of OOC, it was also in line with the research findings where the navigation, the accessibility, and the design quality are appropriate & consistency.

• As for the challenge of OOC to enter ASEAN learning community in 2015, the modification of some courseware existing in OOC that applicable for ASEAN context should be considered. Some revision, such as, adding English caption, or providing dual languages may be taken into consideration.

REFERENCES • Khlaisang, J. (2012). Analysis of the Cultural Factors Affecting the Proper Design of Website and Electronic

Courseware for e-Learning in ASEAN. Proceedings of The 26th Annual Conference of Asian Association of Open Universities (AAOU2012), organized by the Open University of Japan and Association of Open Universities, Chiba, Japan, October 16-18, 2012.

• Khlaisang, J. (2012). Proper Design of Website and Electronic Courseware for e-Learning in ASEAN: Cultural framework for Consideration. Proceedings of The National e-Learning Conference (NEC 2012): Integrating ASEAN Online Learning: Policy and Process, organized by Thailand Cyber University, Office of Higher Education Commission, August 16-18, 2012.

• Khlaisang, J. (2011). E-Learning Website and Courseware: Current State and Future Trends. Proceedings of The National e-Learning Conference: Open Learning - Open the World (NEC 2011), organized by Thailand Cyber University, Office of Higher Education Commission, August 9-10, 2011: pp. 49-58.

• Khlaisang, J. (2010). Proposed Models Appropriate Website and Courseware for E-Learning in Higher Education: Research Based Design Models. Proceedings of the E-Learning 2010: World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education, organized by the Association for the Advancement of Computing in Education, Orlando, Florida, U.S.A. October 18-22, 2010. Pp. 1520-1529.

• Sombuntham, S and Pinder, S. (2008). UE-learning - the fusion of u-Learning and e-Learning for sanook and serendipity. E-Journal of ICT for Learning.1(1), Thailand Cyber University, Office of Higher Education Commission.

• Sombuntham, S. (2008). Establishing Cyber University and Reform of Higher Education: Thailand Cyber University Project. Asia-Pacific Collaborative Education Journal Volume VI, Novermber 2008 .

• Sombuntham, S. and Theeraroungchaisri. (2006). Thailand Cyber University: The Strategic Move to Higher Education Reform. APRU DLI, Bangkok, Thailand. 155-162.

• Thammetar, T. (2012). Thai Open Online Courseware. In T. Amiel & B. Wilson (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012 (pp. 272-275). Chesapeake, VA: AACE



Supannee Sombuntham1 & Jintavee Khlaisang, Ed.D. 2

1Assistant Professor and Advisor to the TCU ProjectThailand Cyber University Project, Bangkok, Thailand, [email protected]

2Assistant Professor, Department of Educational Technology and Communications,

Chulalongkorn University, Bangkok, Thailand, [email protected]

Thailand Cyber University and the Best Practice for Open Online Courseware’s Services

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