สถานภาพและทิศทางการพัฒนาการเรียนอิเล็กทรอนิกส์ในสังคมไทย

บทคัดย่อ

The purposes of this study were to study problem and needs of e-Learning and to develop e-Learning management model in Thai society. The research used mixed methodology; the quantitative and qualitative method. Quantitative method conducted by using a survey questionnaire collected from 729 student and 203 teacher in 26 education institutions. The data was analyzed by frequency distribution, percentage, arithmetic mean, and standard deviation. Qualitative method consisted of two steps: in-depth interview and conduct a focus group the manager and experts to identify and develop e-Learning management model in Thai society. The research findings were: The purposes of this study were to study problem and needs of e-Learning and to develop e-Learning management system model for Thai society. The research used mixed methodology; the quantitative and qualitative method. Quantitative method conducted by using a survey questionnaire collected from 836 students and 207 teacher in 31 education institutions. The data were analyzed by frequency distribution, percentage, arithmetic mean, standard deviation, t-test, and one-way ANOVA. Qualitative method consisted of two steps: in-depth interview the manager and experts to identify and develop a draft e-Learning management model in Thai society and conduct a focus group to verify and confirm e-Learning management model in Thai society. The research findings were: 1. Most respondent were student in school. They have been learned as a complementary media at computer lab or their home for 1-2 hour. 2. Most respondent have a problem in moderate level for example; they don’t understand learning management system (LMS), interaction between teacher and student are not enough, lesson design are tiresome, communication tool is deficient, and network system too slow whereas needs in high level for example; upgrading the network system speech, and designing lesson or course ware to motivate learning of the student. 3. Most respondent were teacher in school. They have been experience in e-Learning for more than 5 years as a complementary media. All items of critical success factor for e-Learning are in high level for example; hardware, software, and learning management system readiness and learning and organizational culture. 4. Most teacher have a problem in moderate level for example; student don’t understand learning management system (LMS), interaction between teacher and student are not enough, lesson design are tiresome, instruction design and develop training are not enough, and have a problem about network and can not access to learning management system whereas all items of needs are in high level for example; increasing amount of computer for usage and supporting the budget for develop the course ware. 5. The e-Learning management system model for Thai society consist of three component. The first are five general management as; policy, structure, budget, monitoring and evaluation and modern management. The second are e-Learning management system as; learner lecturer and related person, curriculum and lesson, Learning Management System (LMS), and tool and technology. The last three strategic for driven the e-Learning management system model for Thai society as; human resources competency development strategy, change management strategy, and cooperative synergy strategy.

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