This document summarizes a research study on implementing blended e-learning activities for an Information and Innovation Management course at Bangkok-Thonburi University. 1. 90 graduate students participated in blended online and face-to-face learning activities. Research found students achieved good learning outcomes from both e-learning and regular class activities. 2. Students reported highest satisfaction levels with the blended learning approach. They were highly satisfied with content, testing, visual aids, colors and lesson management. 3. Implementing blended e-learning for 4 hours per week with 2 hours face-to-face and 2 hours online was an effective 50/50 combination that supported independent learning for graduate students.

2. - Proceedings 12 -
13.30-14.50 Venue
Session A Sapphire Chairperson: Mr. Buncha Samruayruen
Room 1 Pibulsongkram Rajabhat University, Thailand
A1 The Development of Online Instructional Media on Information
Technology for Learning
Pensri Srisawat
Institute of Physical Education Suphanburi Campus, Thailand
A2 Blended e-Learning Activities for the Information and Innovation
Management Course: Its Outcomes of Graduate Students’
Bangkok-Thonburi University
Prachyanun Nilsook
Panita Wannapiroon
King Mongkut's University of Technology North Bangkok, Thailand
The development of learning management system in higher education
level
A3
Puvadon Buabangplu
Rajamangala University of Technology Tawan-ok, Thailand
The Development of an Electronic Training Program on Research for
Learning Development for Science Learning Area Teachers at the
A4 Elementary Education Level
Rabiab Sittichai
Sukhothai Tummatirad Open University, Thailand
Session B Sapphire Chairperson: Dr. Pornsook Tantrarungroj
Room 2 Chulalongkorn University, Thailand
B1 Learning Management Systems of Mathematics Course by Moodle
Sunisa Saiuparad
Yootthaphong Simuang
Siam Technology College, Thailand
B2 Developing Science Teachers’ Understanding Nature of Science through
New York Time’s Scientist at Work Science Blogs
Pongprapan Pongsophon
Kasetsart University, Thailand
B3 Web-based Supplementary Learning in Breast Screening
Kulachai Kultawanich
Chulalongkorn University, Thailand
B4 Flexible Learning Materials in e-Learning
Lilibeth Francisco Taa
SEAMEO INNOTECH, Philippines

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Blended e-Learning Activities for the Information and Innovation Management
Course: Its Outcomes of Graduate Students at Bangkok-Thonburi University
Prachyanun Nilsook1 Panita Wannapirun2
1-2
Department of Information Technology and Educational Communication,
King Monkut’s University of Technology North Bangkok
prachyanunn@kmutnb.ac.th, panitaw@kmutnb.ac.th
Abstract research, which requires learners to practice
The objective of this research was to independent study. In the same direction,
investigate how blended e-Learning students are expected to analyze theories
activities for the Information and and principles on a profound basis in order
Innovation Management Course would to create a novel body of knowledge and a
affect learning outcomes of graduate knowledge structure of their own.
students of Bangkok-Thonburi University. Participatory learning and instruction is a
The blended e-Learning course was pedagogical approach aiming at
conducted in both face-to-face and online administrative learning to participate in
learning settings by using activities and knowledge management with an emphasis
assignments such as exercises, homework, on student-centered approach that enables
research and organizational analysis on learners to specify their content knowledge
information management. Bangkok- and research content as well as learner
Thonburi University’s 90 graduate students autonomy. Learners’ participation is
on Srisaket Campus were recruited with use associated with content-based course
of a method of simple sampling. The description which specifically leads to
research findings revealed that students had learners’ requirement for their learner
learning outcome at a good level and autonomy and research.
satisfaction of blended e-Learning activities The Information and Innovation
at the highest level. Course is a major subject matter required
for graduate study. Instructors are therefore
Keywords: e-Learning, blended learning, responsible to develop e-Learning systems
online learning activity on the Internet as a medium of teaching and
learning in a graduate study level, which
1) Introduction needs availability where the Internet exists.
Learning management in a graduate Students must be able to review their
level refers to excelling in knowledge and lessons outside the classroom. Blended e-

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Learning activities are developed by 2.2) To examine the outcomes of
deploying samples and case studies on students employing blended e-Learning
information and innovation management activities in the Information and Innovative
online activities to supplement graduate Management Course; and
students on knowledge development. 2.3) To survey students’ satisfaction on
Students are also able to consult their e-Learning teaching approach by using
instructors online. The online system blended e-Learning activities.
enables students to analyze and synthesize
information and innovation management in 3) Scope of Study
various aspects of the content-based The population of this research was
activities. all graduate students of Bangkok-Thonburi
The researchers being as graduate University, enrolled in the entire academic
instructors develop teaching and learning year of 2010.
methods for online lessons in accordance The samples were graduate students
with education management framework. of Bangkok-Thonburi University, taking the
The online lessons are created based on Information and Innovation Management
learners’ requirement and participation. Course on Srisaket Campus in the academic
Students’ participation enables them to learn year of 2010. The total recruited students
from their autonomy experiences in were 90.
information and innovation management as
well as the processes and methods of Research Variables
learning case studies in modern learning Independent variables were:
processes. The University also benefits 1. e-Learning of the
from these activities in establishing online Information and Innovation
activities and learning for its prospective Management Course
graduate students. 2. blending e-Learning
approach
2) Research Objectives Dependent variables were:
2.1) To develop e-Learning module for 1. learning outcomes
the Information and Innovative 2. five areas of satisfaction
Management Course by using blended including content and style,
learning online activities for undergraduate testing, visual aids and language,
students; letters and colors, and lesson
management.

5. - Proceedings 223 -
4. Pertinent Literature Review Internet. Therefore, the Office decided to
E-Learning is defined as organize a project known as Thailand Cyber
teaching and learning techniques with use University (TCU) to provide all citizens
of electronic media that enhance learners from all professions with e-Learning
autonomy. It is obvious to see that web- services through Inter-University Network:
based instruction and e-Learning have UniNet). The purpose was to create more
played a vital role in teaching and learning opportunity for all citizens to pursue their
at tertiary levels. A large number of higher education, which would make
universities overseas offer courses online learning-based society. For TCU
through e-Learning, and so does Thailand. preparation, the Office initially promoted
Trends in use of technology to and encouraged state university lecturers to
extend economy in the 21st century show an produce online modules collaboratively so
increasing use of electronic communication, that they could share their work during
especially on the Internet. Such increase 1997 and 2003. The modules of 128
manifests in all sectors particularly courses were completed. By the budget of
schooling. More tertiary institutions are fiscal year 2005, other 331 subjects were
offering teaching and learning online. expected to finish.
Many universities in other countries offer In addition, high quality e-
degree programs online as well. Each Courseware, especially foundations of
program is called differently, for example, engineering courses, were produced by
distance education, education dissemination, Faculty of Engineering, Kasetsart
online education, web-based teaching University. The purpose was to aid
courses, or e-Learning (Lao and Gonzales, teaching in a face-to-face or regular
2005). Despite these name differences, classroom, get learners attention and help
there is no confusion of teaching and learners to understand more of the course
learning through e-Learning system. In fact, content. In terms of learning management
it regards the issue of identity that each system (LMS), the Office of the National
institution wants to present its own Education Commission hired the
uniqueness. Continuing Education, Center Chlalongkorn
The Office of the National to develop computer system, which
Education Commission (2005) is included content management system
responsible for all tertiary institutions (CMS) and students management system
throughout Thailand and has policy to (SMS). All of these systems are actually e-
promote the national education through the Learning. Moreover, other universities

6. - Proceedings 224 -
have widely applied e-Learning to their learners like primary or secondary.
pedagogy.
On one hand, educational 5) Research Procedure
institutions have increasingly added The research team starts developing
teaching and learning in the form of e- the system by analyzing course content and
Learning. On the other, several state and e-Learning design. Data were then
private sectors have placed an emphasis on garnered from graduate students as follows:
applying electronic media to virtual 1. Data were collected by means of
learning. The electronic media are tools that lecturers’ and students’ participatory process
can reduce training costs as compared to the or experimental study. The process began
old-fashioned style of sending off staff to with content analysis, scope of content
training programs in remote areas or hiring design, determination of objectives, and
a quest speaker along with renting a training writing script and flowchart. This process
room. The electronic media are low cost were monitored on LMS.
because they can be re-used many times and 2. After collaborative
the organizers can control the training development of e-Learning, the researchers
content and assess trainees systematically. gave Moodle e-Learning training program
E-Learning is considered an to students to enable them to study
appropriate tool for educational independently through e-Learning web:
management at a tertiary level because http:www.bkkthon.net. Students’
learners are mature enough to be knowledge were also assessed using an
responsible for themselves and the learning achievement test.
and teaching program. In addition, learners 3. The researchers combined
are adequately competent in use of lecturing with blended e-Learning, which
information technology, handling with tools included exercises, homework, research and
on the e-Learning system comfortably. organizational analysis of information
Similar to use of e-Learning for training, management. Students were assigned to do
trainees must learn how to operate the activities during all lecture sessions and
online system in accordance with the exchange their ideas through e-Learning
organization’s requirements. This argument system.
can be concluded that e-Learning suits adult 4. Undergraduate students
learners whose maturity is full and it is spent half or 50 percent of their regular-
good for tertiary students who are ready to class time studying the Information and
enter the real world rather than younger Innovation Management. They did 50

7. - Proceedings 225 -
percent of activities and additionally years, 19 people (21%) between 11 and 15
research according to each lesson to share years, 13 people (14%) between 16 and 20
with their classmates. years, and 22 people (24%) more than 25
5. After students studied the years.
content of the Information and Innovation The findings of blended learning for
Management in each session, they would the Information and Innovation
need to take an achievement test. Then they Management Course through e-Learning
had to complete exercises online. After activities showed that the graduate students
finishing all exercises for all contents, of Bangkok-Thonburi University could
students were required to take the same achieve in their learning at a high or good
achievement test again. level or 84.59 %. Their learning outcome
6. Both lecturers and students through e-Learning activities averaged
first co-assessed quality of e-Learning. 42.83 % and 41.76 % for their learning
Then a specialist was invited to assess the from a regular class.
developed e-Learning. The four assessment The overall satisfaction of the
criteria were adopted from Department of students with blended learning through e-
Academic Affairs. Learning was at the highest level ( x = 4.61).
7. Lecturers and students co- However, when considering each criterion,
summarized the process and procedure of e- they were highly satisfied with all of it:
Learning activity development, adopted as content and style of blended learning
teaching techniques. They also offered through e-Learning activities ( x = 4.62);
ways to improve and develop more
testing ( x = 4.67); visual aids and language
appropriately.
( x = 4.58); letters and colors ( x = 4.56); and
lesson management ( x = 4.63).
6) Findings
The research participants’
7) Discussion
demographics were 30 males (33%), 60
The learning outcomes of blended e-
males (67%), totally 90 people. Their ages
Learning activities for the Information and
ranging between 30 and 39 comprise 22
Innovation Management Course at
people (24%), between 40 and 49 comprise
Bangkok-Thonburi University were good.
37 (41%) and over 50 comprise 13 (14%).
Their learning outcomes from e-Learning
The length of their work experience varied
activities and a regular class were both
as follows: 19 people (21%) less than 5
good. Most students agreed to organize
years, 10 people (11%) between 5 and10

8. - Proceedings 226 -
blended learning, which combined online 8) Conclusion
with regular class time because this The blended e-Learning
approach would help reduce their problem management is an appropriate approach to
of being absent from the classroom when teach tertiary students. The reason is that
they could not make it to either one of they are experiential and mature enough to
those. Teaching materials from both study independently without learning face-
textbooks and electronics as well as to-face in the classroom alone. If lectures
appropriate learning settings were of manage to blend learning activities in a
essence (Precel, Eshet-Alkalai, and regular classroom with appropriation,
Alberton, 2009). The analysis can imply students can likewise learn at an appropriate
that the blended e-Learning module should level, by themselves and at virtual time.
be developed into different activities, which Such independent learning characterizes
help enhance students’ learning. This undergraduate students who are not only
implication is parallel with a study learners but also academics.
conducted by Theprasan et al (2010)
synthesizing blended learning and teaching 9) Acknowledgement
with use of collaborative learning We would like to express our
techniques and resulting in better learning. gratitude to Dr Warath Prueksakulanun who
Managing blended e-Learning in the is not only a specialist of the Office of
research for four hours per week, two hours Strategy Management and Integration in
for face-to-face learning in a regular class Education No. 4, the Office of the Permanent
and another two hours for online learning Secretary, Ministry of Education but also a co-
was seen to be a 50/50 combination. This adjunct lecturer of the Information and
included the course content equally divided Innovation Management Course, Bangkok-
into a half between the fact-to-face and Thonburi Univeristy, assisting us in system
online learning for two hours each. The and website http://www.bkkthon.net.
students’ overall satisfaction with the
blended learning model was the highest 10) References
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who could study independently apart from e-Learning and the Science of Instruction.
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Cross, F. (2004). The Future of e-
Learning. On the Horizon. Volume12;
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9. - Proceedings 227 -
E-learning, Ramkhamhaeng Salinan Theprasan, Montchai
University (2007). Available at Thienthong and Charan Sanrach. The
http://www.ram.edu/elearning/index.php Synthesis of a Model of Blended Learning
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