Distance Learning Experience: Teaching the Thais and Beyond

Anuchai Theeraroungchaisri, Roungpetch C. Sakulbumrungsil

Social and Administrative Pharmacy Department,

Faculty of Pharmaceutical Sciences, Chulalongkorn University

Enhance Interaction and Integration of Knowledge using Cooperative Learning in

Blended Learning Environment

FEATURES OF THE INTERACTION OF THE TEACHER AND STUDENT IN DISTANCE LEARNING 2 of 31

Topics

• Introduction

• Theory

• Context & Conceptual framework

• Instructional design

• Result and discussion


Introduction

This presentation aims to

“Share practice about using technology for enhancing the quality of learning by describing the presenter’s research project that was conducted in ‘Community pharmacy course’ for 5th year undergraduate pharmacy student”


Context of the course

• Period Nov 2011 – Feb 2012 (second semester 2011)

• “Required course” for 5th year pharmacy student that

take major track in Social and Administrative pharmacy

• 2 credit hours (1 lecture credits and 1 practice credit = 4 hours per week)

• 13 students enrolled in the course

3300551 Community Pharmacy


Learning objectives:

• Understand drugstore business model and management

Identify managerial aspects and describe good practice

of management in each aspect

• Analyze and compare the similarities and different

management practice among different types of drugstore

to understand key factors for managing each particular

drugstore

• Understand trends and issues in drug store

management

3300551 Community Pharmacy


From past years..

• Students learn by memorized content and can not integrate and

apply knowledge in the real world

• Students do not engage in the learning process, take “passive role”

Rational and Research Questions

How to design instruction to

• Let students understand and can integrate knowledge

to the level that can apply to the real situation

• let students active and engage in learning


Theory…

• Blended learning environment

• Cooperative learning : Jigsaw model

• Interaction in learning

• Integration of knowledge


Blended learning environment Online Virtual Classroom

(Learning Management System) Classroom

Chain dialogue

Immediate response

Human touch (more

Social presence)

Fix time / fix place

Less time for learning

activities (due to

limited time/

student nature)

Less interaction

Flexible time/place

More time for learning

activities

Keep records (content/

message /comment)

Enable tracking for

assessment / evaluation

More interaction

(due to more time and

more comfortable to speak

Discontinuous dialogue

Deferred response

Less social presence

Combine the best of both worlds = Blended Learning


Cooperative learning Cooperative learning is the

instructional use of small groups

so that students work together to

maximize their own and each

other’s learning. (Johnson,

Johnson, & Holubec 1998 p.1:5).

Cooperative learning is an

arrangement in which students

work in mixed ability groups and

are rewarded on the basis of

the success of the group" (A.Woolfolk, 2001, p.340).


Cooperative learning: Jigsaw model

The jigsaw classroom is a cooperative learning technique.

Just as in a jigsaw puzzle, each piece—each student's part--is

essential for the completion and full understanding of the final

product.

Group members must work together as a team to accomplish

a common goal; each person depends

on all the others.

The jigsaw process encourages listening, engagement, and

empathy by giving each member of the group an essential

part to play in the academic activity.

This "cooperation by design" facilitates interaction among all

students in the class, leading them to value each other as contributors to their common task.


Learning Interaction

Interaction with Content

Interaction with Instructor

Interaction with Peer

Learning

Karen Swan (2004) learning effectiveness in terms of three different types of interaction in online courses

Selecting content

Setting Climate

Supporting discourse

How?


Integration of knowledge

• Learning from small content /artifact

• Interpreting and gain understanding

• Cumulative knowledge to big picture


Meaningful learning

Meaningful learning: students

must be engaged active, intentional,

constructive, cooperative in “an authentic task”

Active

Constructive

Cooperative Authentic

Intentional

Jonassen, D., Howard, J., Morra, R.M., Crismand,

D. (2008) Meaningful learning with technology 3rd ed Pearson New Jersey


• Does cooperative learning in blended learning

environment with meaningful tasks increase interaction

among students and interaction between student and

teacher ?

• Does cooperative learning in blended learning

environment meaningful tasks increase integration of

knowledge ?

Research Questions

Conceptual framework

Collaborative learning: Jigsaw

Blended Learning

Meaningful Learning

Learning Interaction

Integration of Knowledge

Satisfaction

Cooperative

Blended

Learning in

Community

Pharmacy course

Quasi-Experimental แบบ One group pretest-posttest design


Research Instruments

• Learning Management System: Moodle 1.9

– Webboard

– Wiki

– Concept map

• Measuring instruments

– Pre-post test

– Learning behavior (attendance in classroom/online)

– Learning interaction (quantity and quality of posting messages, reflective thoughts, discussions, comments)

– COLLES survey form

– Course evaluation form

Home group 1

Home group 2

Home group 3

Topic group 1 Topic group 2 Topic group 3 Topic group 4

Rungreung =

Boots =

GPO =

Study and interview

Drugstore General information

Location analysis Merchandizing

Financing and Human resources Marketing and Sale

Co-o

pera

tive

lear

ning

“J

igsa

w m

odel”

Study and interview

Study and interview

Drugstore Aspects


Topic group 1 Topic group 2 Topic group 3 Topic group 4

- - - - - Wiki - - - - - -

Boots

GPO

Rungreung

Synthesis

Each group survey

and interview drugstore

Share data on

Wiki

”Topic group”

present in the classroom

“Topic group”

analyze and

summarize

data Then share to all

The whole

class integrate

new knowledge

with previous knowledge

Every week

student do reflective

thought, comment on peer thoughts

Co-o

pera

tive

lear

ning

“J

igsa

w m

odel”

All students brainstorm

questions

General information Location analysis Merchandizing

Financing and Human resources Marketing and Sale


Result: Learning Interaction (1)

02468

101214161820

คาดหวง

พบวา

P<0.01 P<0.05 P<0.01

Prefer

Actual


Result: Learning Interaction (2)

Discussion on Webboard about Reflective thought

Students discussed more than minimum requirement 84.61 % Students discussed less than minimum requirement 15.39 %

Discussion on Webboard about survey and interview questions

Students discussed more than minimum requirement 69.23 % Students discussed less than minimum requirement 30.77%


Result: Learning Interaction (3) ความคดเหนในแบบสอบถามความพงพอใจหลงเรยน • " บรรยากาศในหองเรยนกดมากคะ อาจารยใจดนารกเปนกนเอง เพอนๆสนกสนาน ม

ความสขเมอถงคาบเรยนวชาน"

• "ไดปฏบตจรง มการอภปราย สามารถน าไปใชไดจรง"

• "ไดเรยนรวา การเปดรานยาจะตองค านงถงปจจยอะไรบาง ไดแลกเปลยนความคดกบเพอน ในดานตางๆท าใหมความรกวางขวางมากขน ไดเรยนรจากรานยาหลายๆแบบวามขอด ขอเสย อยางไรบาง จนสามารถน าไปใชไดในอนาคตได"

• "ฝกคดอยางเปนระบบ ฝกการท างานเปนทม มความคดรเรมสรางสรรคมากขน"

• "ไดเปดความคดนอกกรอบ ซงถอวาไดน าความรไปใชบรหารงานจรงทดมากๆ

• มองเหนภาพรวมของรานยารปแบบตางๆ ทราบถงความเหมอนความตางของรานยา

• "เหนภาพชดเจน (เหนเปนรปธรรม) มการเปรยบเทยบรานทแตกตางกนท าใหมองภาพความไดดข น"


Result : Integration of Knowledge

0

5

10

15

20

25

30

35

คะแนนทดสอบความร

กอนเรยน หลงเรยน

P<0.01 Pre-test

Post-test

Test Score


Result: Student satisfaction

0

2

4

6

8

10

12

14

16

18

20

คาดหวง

พบวา

P<0.05 P<0.01 P<0.01 P<0.01 P<0.268 P<0.088

Prefer

Actual


Discussion and Summary

Learning Interaction was increased because

- Cooperative learning: jigsaw method induces

discussion

- Meaningful learning use authentic case motivate

student to learn and share

- Blended learning environment provides more

opportunity for share idea, comment and discussion



Integration of knowledge was increased because

- Meaningful learning uses authentic case let student

engage with the topics there were assigned and

curious to find out relevant information

- Cooperative learning: jigsaw method force

responsibility

from each “topic group” since their have to

integrate their knowledge to become the

complete knowledge for managing them

“Home group” drugstore



Student satisfaction was increased because

- Meaningful learning lets them gain relevant knowledge

for their profession

- Cooperative learning: jigsaw method lets them gain

more comments, discussions from peer and teachers

- Blended learning lets them have more opportunity to

share, discuss and get comment from peers including

teachers. Also let them have flexible time for

participating in learning

Distance Learning Experience: Teaching the Thais and Beyond

Education

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