Blended Learning Case Study on High School Physics Course

1
Blended LearningCase Study on High School
Physics Course

• Prakasit Changsuphan
• Pisut Thongtong
• Department of Social and Applied Science
• College of Industrial Technology
• King Mongkut's Institute of Technology North
  Bangkok, Thailand Email Prakasit_ch_at_yahoo.co.th

2
Blended LearningCase Study on High School
Physics Course

• Background
• Objective
• Methodology
• Results
• Conclusion
• Future research

3
Background

• Technology more role in Education
• To support learning to reach maximum effective
  learning
• Especially Web Base Instruction (WBI), which have
  powerful learning tools

4
Background

• WBI (Web Base instruction)
• Advantage
• Anywhere , anytime, and many time
• Disadvantage
• Lack of interactivity

5
Background

• Classroom Base or F2F
• Advantage
• Excellent interactive
• Immediate feedback
• Disadvantage
• Scalable
• For example, when encounter with more than 500
  learners, there might not be enough rooms and
  teachers to suitable available time for each
  learners and teacher.

6
Background

• Create an optimum learning
• Blended Learning
• The combination of different training media
  (technologies, activities, and types of events)
  to create an optimum training program for a
  specific audience Bersin,2006 .

7
OBJECTIVE

• 1. To study and design Blended learning method of
  classroom, web base instruction and self study to
  teach Physics III course

8
OBJECTIVE

• 2. To investigate achievement score form learner
  who learn with blended learning method

9
OBJECTIVE

• 3. To survey attitude of learners who learn form
  Blended learning method

10
METHODOLOGY

• Step 1 Analysis
• Document analysis about the design and
  development of Blended learning

11
METHODOLOGY

• Step 1 Analysis
• Present learning scenario
• Problems in learning of learner
• Experience using computer and internet of
  learners.

Set of questionnaire was distributed to 432
students
12
METHODOLOGY

• Step 2 Design and Development
• Parts of Blended learning method

Classroom base
Web base instruction
Self study
13
METHODOLOGY

• Step 3 Implementation
• Implement Blended learning method
• The samples were 94 students enrolling Physics
  III course
• In The pre-engineer curriculum program at The
  College of Industrial Technology King Mongkut's
  Institute of Technology.
• For 6 weeks

14
Results

• Step 1 Analysis

Sex
15
Results

• Step 1 Analysis

Own computer/notebook
16
Results

• Step 1 Analysis

Computer experience
17
Results

• Step 1 Analysis

Internet experience
18
Results

• Step 1 Analysis

Number of uses internet per weeks
19
Results

• Step 1 Analysis

Connection Speed
20
Results

• Step 2 Design and Development
• Classroom base
• learning was divided into three steps per period
  (3 hours).
• Check homework and answer questions
• Deliver contents, teaching stand on
  constructivism theory, which links new physics
  contents to old knowledge of learners and related
  real life via real VDO and stimulated programs
• The last step, Do exercises or experiments

21
Results

• Step 2 Design and Development
• Web Base Instruction
• VDO, which record teaching of teacher
• Interactive quizzes
• Ole examination warehouse
• Chat and web board tools

22
Results

• Step 2 Design and Development
• Self learning
• Exercise book
• CAI (computer assistance instruction)
• VDO, which record teaching of teacher
• Interactive quiz
• Ole examination warehouse
• Physics clinic

23
Results

• Step 3 Implementation
• used with samples for 6 weeks
• It was found that the subjects learned from
  Blended learning program had statistically
  significant at .05 level learning achievement
  post-test scores higher than pre-test scores
• Students showed a high level of satisfaction
  (mean 3.86) on the learning model developed

24
Conclusion

• Develop the Blended Learning design to teaching
  Physics III course.
• Blended between the traditional in-class, web
  base instruction and self-study
• The samples were 94 students enrolling Physics
  III course
• The pre-engineer curriculum program at the
  College of Industrial Technology
• King Mongkut's Institute of Technology

25
Conclusion

• Post-test scores higher than pre-test at .05 of
  statistically significant
• Students showed a high level of satisfaction on
  Blended learning developed

26
Future research

• The researcher should design to integrated each
  component to one. Some contents may be taught by
  classroom base other may be taught by integrate
  between classroom base and WBI or integrate three
  past together.

27
Future research
Classroom base
Web base instruction
Self study
28
Future research
Classroom base
Web base instruction
Self study
29
Thanks for your attention

• Prakasit Changsuphan
• Pisut Thongtong
• Department of Social and Applied Science
• College of Industrial Technology
• King Mongkut's Institute of Technology North
  Bangkok, Thailand Email Prakasit_ch_at_yahoo.co.th