1 Chaiyaphum Rajabhat University,The most bueatiful city in the North eastern of Thailand.

2 Thai Tulip Festival June-Aug 2015, Thepsatid, Chaiyaphum.

3 By Surin Cortong 1 and Assoc.prof.Saroch Sopheerak 2, Ph.D. (iec2015TCU) Title: The Effect of Using Learning Model through Internet Network on constructivist of Media Innovation and Information Technology for Educational Communication Subject of Undergraduate Students at Chaiyaphum Rajabhat University.

4 Introduction: has expanded education reform innovative technology Act 1999Chapter 9: Section 65encourage the students knowledge and skills Section 66 use technology to education - The information age. ICT and knowledge has expanded. (21 st Century) - The importance of education reform. - Teaching using innovative technology and educational media and learning activities - The National Education Act 1999, Chapter 9: Section 65: to encourage the students to use technology : Acquired knowledge and skills and also with the pursuit of knowledge. Section 66: to encourage students to develop : to use technology to education.

5 Act 2004:2 education for local development the community. People University - Rajabhat University Act 2004:2), the mission of the Rajabhat University was an institution of higher education for local development, close contact with the community. advantage. "People University“ problems of education in higher education - learning Conditions and problems of education in higher education. - Researcher Rushda Khamma(2003) to promote and enhance the teaching of information technology by 74% found that the factors of teaching 74% of the opinion

6 Research Objectives study the efficiency of the learning model 1.To study the efficiency of the learning model study the learning achievement of students 2.To study the learning achievement of students 3. study the satisfaction of students 3. To study the satisfaction of students after studying the WBI. lessons. study the students’ learning retention 4.To study the students’ learning retention through the WBI. lessons.

7 3.1 Populations: Include undergraduate student who were enrollment of media innovation and information technology for educational communication subject in second semester of academic year 2015 at Chaiyaphum Rajabhat University. 60 students treatment of experimental 25 students tryout the effectiveness index85 students students from the physical education. They were No.1 and No.2 two groups use for treatment of experimental, students of the interdisciplinary for local development programs used for tryout the effectiveness index. including total of 85 students.

8 3.2) The samples: 30 students field independent groupGEFT - 60 undergraduate students were selected by purposive sampling, they were No.1, No.2 group students were classified as the field dependent group were classified by the GEFT students were classified as the field independent group were classified by the GEFT. purposive sampling - The third group 25 students of IDLD program selected by purposive sampling used for tryout of effectiveness index process.

9 3.3) Variables: independent variables 1)The independent variables: WBI lessons 1) The WBI lessons GEFT of cognitive styles test 2) The GEFT of cognitive styles test. 2) The dependent variables: efficiency of the learning model Learning achievement 1) The efficiency of the learning model 2)The Learning achievement satisfaction in learning 3)The satisfaction in learning. learning retention 4)The learning retention. 3) Duration for data collection within 1 semester.

4) The contents for WBI. : 4) The contents for WBI. eight lessons: 1. System approach. 2.Innovation. 3.Multi intelligence theory. 4.Constructivist theory. 5.Computer assisted instruction. 6.Using of desktop author program. 7.Using Sony Vegas program. 8.Using social media & Google drive. 10

Research framework 11 WBI. 1) The WBI. lessons GEFT 2) The GEFT of cognitive styles test. Independent variables Dependent variables 1.The efficiency of the learning model. 2.Learning achievement. 3.The Students’ satisfaction. 4.The learning retention.

12 sorted the scores into the FD(1-6) and FID(13-18)field dependent field independent 5.1) Set up of the populations were: 5.1.1) 60 students in the physical education program were tested by GEFT. And sorted the scores into the FD(1-6) and FID(13-18)and then classified into the field dependent group, and the field independent group. 5.Research Meyhologies: GroupNo.of figureTimeScore’s type MinsUncount score MinsCount score MinsCount score 4Total scores1-18 pointsCount score 51-7 pointsFDField Dependent pointsFM Field Mixed pointsFIDField Independent

Group Embed Figure Test Scores No.GEFT ScoresCognitive styles 117Field Independent Group 213Field Independent Group 313Field Independent Group 413Field Independent Group 514Field Independent Group 613Field Independent Group 716Field Independent Group 814Field Independent Group 915Field Independent Group Field Independent Group 13

14 Group Embed Figure Test Scores No.GEFT ScoresCognitive styles 315Field dependent Group 324Field dependent Group 335Field dependent Group 346Field dependent Group 354Field dependent Group 366Field dependent Group 374Field dependent Group 385Field dependent Group 395Field dependent Group Field dependent Group

15 constructivist principles the pretest learn all the 8 lesson a posttest, satisfaction tes take a learning retention test 5.1.2) the samples of two groups, registered into WBI. 8 lessons on the Moodle open sources program via the constructivist principles and learning model activities and took the pretest and learn all the 8 lesson and then took a posttest, satisfaction test. After two weeks past return to take a learning retention test. effectiveness index process the third group were student of IDLD program used to tryout the effectiveness index process. 5.Research Meyhologies:

16 Research Tools: WBI.lessons learning achievement test GEFT of cognitive styles test 5.2) Research Tools: 5.2.1)WBI.lessons on the media innovation and information for educational communication subject ) the learning achievement test before and after classes multiple choice of 50 items ) GEFT of cognitive styles test. Questionnaires of learners satisfaction learning retention test 5.2.4) Questionnaires of learners satisfaction towards the use of WBI.lesson, rating scale of 5 levels 15 items ) the learning retention test after two weeks of posttest, multiple choice of 50 items.

5.3) Creating and finding out the quality research tools. by Surin’s model 5.3.1) Creating a research tool analysis and design were the lesson on the WBI. by the principles of and procedures of Chaiyot Ruangsuwan (2005: ), there were 5 states: Analysis state, Design state, Development state, implementation state and evaluation state. The design process of computers on the WBI using a process designed by Surin’s model summary diagram below. 17

1.(S): Strategies 2.(U): Utilization 3.(R): Resources 4.(I): Interaction 5.(N): Knowledge 6.(E): Evaluation 18 1.Preparation(PBL) 2.Discovery (PBL) 3.Data collection 4.Discussion 5.Implementation 6.Revision 7.Evaluation 8.Presentation 5.2 Research planning The Design state:

The research planning At figure 2 shown process consisting of SURINE model combined with the constructivist theory process explained as follows: 1) Strategies state combined with preparation the problem state. 2) Utilization state for discovery and data collection. 19

The research planning 20 At figure 2 shown process consisting of SURINE model combined with the constructivist theory process explained as follows: 3) Resources combined with discussion and Implementation state. 4) Interaction combined with revision state. 5) Knowledge combined with evaluation and modification state. 6) Evaluation combined with presentation state.

Yes No 21 2.Discovery 3.Data collection 4.Discussion 5.Implementation 6.Revision 7.Evaluation Start Introduction Pretest Main Menu Sub menu1-8 Exercises Finish Posttest 8.Presentation 1.Preparation Confirm Exit Exit Learning process SURINE Model Constructi vist

The learning process. 5.4) The development state consists of the WBI.lessons as follows: 5.4.1) Generated content on the topic of the presentation, on WBI.lesson 8 chapter ) Each chapter 1-8 generated contents into the form of text, image, graphic and video ) Learning as a motion picture or video to add (Upload) on the WBI. via the URL. 22

The learning process ) The development state consists of the WBI.lessons as follows: 5.4.4) Creating a quiz at the end of each lesson for all 8 chapters and each chapter of 10 items and create a pretest and posttest total of 50 items ) WBI. lessons were sent to 3 experts to verify a quality of contents, ICT and evaluation part.

The learning process ) Proceed the WBI. lessons to the effectiveness test (Try out) (Chai Yong Brahmawong, 1993: ) using the three steps and results of the E1/E / )Sent the WBI lessons to the experts to determine and verify again, prior to treat experiments 30 people two groups using the experimental period of 16 hours, compared with students of the field dependent and field independent group from physical education program. 24

The learning process ) Creating a pretest and post test. To test the learning achievement on the WBI. lesson for first year undergraduate of physical education students ) Proceed the WBI. lessons to first year undergraduate of physical education students two groups were the field dependent and field independent group, each group was 30 students who were treated for experiment for pre-test, learning all 8 chapter of contents and post-test. 25

The learning process ) The evaluation as following: 1) Evaluate the learning achievement pre and post test. 2) Evaluate the satisfaction of the students on the WBI.lessons. 3) Evaluation of students’ opinion test on the systems thinking of the lesson. 5.5) Treatment planning by the two groups (Nonrandomized Control Group Pretest Posttest Design) (Luan Saiyot and Aungkana Saiyot, 2000) as table 2: 26

FD (R) O 1 X O 2 FID (R) O 1 - O 2 Figure 4-treatment planning: X = Innovation using, R= Random assignment, FD =Field dependent group FID= Field Independent group, O 1 = Pretest O 2 =Posttest 27

Experimental state Calculation of the mean and compared is effective a real innovation 5.5.1) Analysis of the measurement results in the two groups. Calculation of the mean and compared using t-test statistics by t-independent ) Summary of results the measurement of results of the two groups were compared to see if the group had better innovation. Show that the innovation is effective or say that it is a real innovation. 28

Experimental state find out the efficiency ) Data collection of the tools of experts ) Improve the lessons and find out the efficiency ) Proceed with conducted classes on the WBI. lessons with 30 students assigned to the field dependent group, and other 30 students as the field dependent group were taken in the first semester, year 2015 by Planning number 16 hours. 29

Experimental state pretest using the ) Performed the pretest using the 50 questions multiple choice test. WBI. lessons recorded scores graduating every chapter ) Proceed testing the learners learning on the WBI. lessons. The students at the end of the exercise, recorded scores on the students graduating every chapter ) Results of data analysis are follows: the three expertise ) The creation and performance of lessons on the WBI.lessons by the three expertise criteria were shown in Table 1. 30

31 Assessment itemsMS.D.Result 1.Contents and management Highest 2.Image, Language, Sound High 3. Contents and management on alphabet and color High 4.Learning achievement test Highest 5. Learning management Highest 6. Manual for using learning lesson High Total mean Highest Detailed for contents quality E.I.try out

Lesson design quality E.I.test 32 Assessment itemsMS.D.Result 1.Part 1: Content Good 2.Introduction Good 3.Contents part Excellent 4.Summary part Excellent 5.Part 2: Graphic and design Excellent 6.Part 3: Technical Good Total mean Excellent

The learning achievement pretest for the Field dependent and Field Independent gp 33 Group testMS.Dtp Field dependent Group Field independent Group Field dependent Field independent the p-value greater than 0.05 Field dependent Field independentno difference Table 3 the mean scores of pretest the Field dependent group the mean score at (SD.= 4.33) the Field independent group. Mean score at (SD.=3.93) t.value equal to for p. value equal to 0.40, which is the p-value greater than 0.05 indicates that the assumptions it. Thats’ mean scores pretest of the Field dependent group and the Field independent group no difference.

34 The comparison of learning achievement posttest scores Group testMS.Dtp Field dependent Group ** Field independent Group Field dependent Field dependent the p-value lesser than 0.05 it is hypothesized that the mean posttest scores of the Field dependent group and the Field independent group difference were significant at the 0.05 level. Table 4 the mean scores of posttest the Field dependent group the mean score at (SD.= 3.04) the Field dependent group. Mean score at (SD.=1.93) t.value at and p. value equal to 0.00, which is the p-value lesser than 0.05 it is hypothesized that the mean posttest scores of the Field dependent group and the Field independent group difference were significant at the 0.05 level.

The satisfaction of 1st year law student on Google drive lesson. (15 items) 35 Assessment itemsMS.D.Result 1.Content, easy to understand high 2.The learner enjoy on the lesson high 3. The learner can select any lesson to learn for sequence high 13.The image, animation are clarify and suitable to the lesson highest 14.The co-responding suitable to learner highest 15.Display the learner progressive high Total mean highest

36 Assessment itemsMS.D.Result 1.Systems thinking are useful high 2.Systems thinking person make a good vision and problem solving highest 3.Systems thinking person make advance correlation logical thinking high 13.Systems thinking make clarify communication high 14.I always look forward in various way high 15.I always think from the cause to the reason highest Total mean highest The opinions for Cognitive styles on WBI. lesson

Summary and discussion percent (E1) percent (E2 6.1) The efficiency index of WBI.lessons with constructivist theory had mean scores of formative test at of 85 percent (E1) with the full score of 40 points and mean scores of post-test (summative) at points of percent (E2) which is higher than the criterion of 80/80, consistent with the research of the Suramai Ransritham. (2008), Paruemon Intawong. (2010),Yawwalak Phromsri (20081), Sasataporn Niti-apaitham (2014) and Jirawan Kwuannark (2014).

38 effective indexes or (72.26 percents) The WBI. Lesson had an effective indexes of learning achievement and at or (72.26 percents) Furthermore, this model had various learning Preparation 2.Discovery 3.Data Collection 4.Discussion 5.Implementation 6. Revision 7.Evaluation and, 8 Presentation activities to support learners such as the technique of learning by doing through constructivist on the SURINE Model with 8 steps of activities: 1.Preparation 2.Discovery 3.Data Collection 4.Discussion 5.Implementation 6. Revision 7.Evaluation and, 8 Presentation. Summary and discussion

posttest higher than pretest significant at the 0.05 level at the highest level 6.2 Learning achievement of learner on WBI.lesson, posttest higher than pretest statistically significant at the 0.05 level consistent with the research of the the Suramai Ransritham. (2008), Paruemon Intawong. (2010),Yawwalak Phromsri (20081), Sasataporn Niti-apaitham (2014) and Jirawan Kwuannark (2014). Satisfaction 1st year of physical education student program, the total mean was at the highest level(M=4.58) (SD=0.57) that based on the assumptions. the students were satisfied Due to learning tools for the modern. Sub-items were found to be satisfactory at 4.37 to 4.68, indicating that the students were satisfied with lessons to learn on the Google drive&weblogs. Due to learning tools for the modern. 39 Summary and discussion

40 at the highest level 6.3 Satisfaction 1st year of physical education student program, the total mean was at the highest level(M=4.51) (SD=0.55) that based on the assumptions. the students were satisfied Due to learning tools was a modern lesson. Sub-items were found to be satisfactory at 4.36 to 4.63, indicating that the students were satisfied with lessons to learn on the WBI. Due to learning tools was a modern lesson.

41 learning retention no difference 6.4) The learning retention of 1st year students in the field of learner towards a learning on the WBI.lessons were no difference related with the learning achievement. two weeks higher than pretest This mean the time of two weeks after posttest on the learning achievement, the learner’s scores still be higher than pretest. Summary and discussion

Suggestions on the Ed.Tech& Comm field. 6.5) Suggestions divided as follows. 6.5) Suggestions divided as follows. WBI. Application of optimal design 6.5.1) Suggestions on the educational technology and communication field. The instructional technology and communication studies. WBI. lessons. There were also various other forms of technology. Application of optimal design can be used in teaching social media, or lessons on a computer network, such as lessons on WBI.lessons. 42

43 Suggestions for teaching: 6.5.2)Suggestions for teaching: The teachers must have the more time to construct the interactive lesson encourage learners to curiosity and search for self-knowledge )The social media or lessons on the network such as WBI. tutorials on this lesson. To create a portfolio of learners, the self- knowledge through materials, technology for creating conditions of learning. The teachers must have the more time to construct the interactive lesson over computer network on the web and encourage learners to curiosity and search for self-knowledge.

44 Suggestions for teaching: 6.5.2)Suggestions for teaching: Teachers should be prepared the students process should be flexible with the timing ) Teaching on social media. or lessons on a network drive, such as lessons on Google&weblogs. Teachers should be prepared and the students are ready. And learning process should be flexible with the timing. To construct knowledge, self-potential.

45 Suggestions for teaching: lessons on others of WBI other subjects adjust the thought process of the students to construct knowledge ) The class should be navigated to social media or lessons on a computer network, such as lessons on others of WBI to apply to the other subjects. That depends on the nature of the material itself. To adjust the thought process of the students to construct knowledge for themselves.

intelligence of the students 6.6.1) The Development on WBI.lesson, should take care for the different level of intelligence of the students. the people learn or I do not understand 6.6.2) Should drive through development on WBI.lesson that have the people learn or I do not understand from studying normal. The students will learn to supplement lesson online through social media or WBI ) Suggestions for the next thesis:

47 wants the students to practice their skills 6.6.3) Lessons on WBI., should be used in a course where the instructor wants the students to practice their skills. Prior to the actual practice. And subjects at risk of harm in the practice.***************** Suggestions for the next thesis:

7) References. Boonchom Srisaard, (2002). Basic research. 6 th Edition, Suwiriyasarn published 49/10. Burana districy, BKK Board of Education, (2009) framework. National Higher Education. Chai Yong Prom Wong, (1993). Systems teaching science at Chulalongkorn University Faculty of eduacation. Belland (&) Department of Instructional Technology and Learning Sciences, 48

49 By Surin Cortong and Saroch Sopeerak,Ph.D. Title: The Effect of Using Learning Model through Internet Network on constructivist of Media Innovation and Information Technology for Educational Communication Subject of Undergraduate Students at Chaiyaphum Rajabhat University.