1. January 13, 2011 @ IMACT, Muang Thong, Nonthaburi, Thailand
The International e-Learning Conference 2011 (IEC2011)
Mobility &e-Learning Delivery Methods:
Perspectives from Higher Education of Thailand
V. Duangchinda, Y. H. Kim, and K. Mekhabunchakij

2. About the Authors
VorasuangDuangchinda
Information Science Institute, Sripatum University, Bangkok, Thailand;vduangchinda@gmail.com
Prof. YoungHwan Kim, Ph.D.
Department of Education, Pusan National University, Busan, Republic of Korea; younghkim@pusan.ac.kr
KittimaMekhabunchakij, Ph.D.
Information Science Institute, Sripatum University, Bangkok, Thailand; kittima.me@spu.ac.th
3. Holistic Systemic Approach for the Sustainable Development and Inclusive Growth of APEC Future Education: Higher Education: Policy, ICT & Systemic Change - Mobility and e-Learning Delivery Methods: Through the Perspectives of Thailand Cyber University Project (TCU), The 6th APEC Future Education Forum & The 8th International ALCoB Conference, 2010, pp. 131-142.
Mobility and e-Learning Delivery Methods: Through the Perspectives of Thailand Cyber University Project (TCU), Asia-Pacific Cybereducation Journal,vol. 6., no. 1 (2010), pp. 30-49.Also available online at: http://acecjournal.org/2009/Journal_Data/Vol6No1/6-1-3.pdf
Previous Studies
4. Contents
Introduction
1
Research Methods
2
Findings & Discussions
3
Conclusion
4
5. Glossary| Thailand Cyber University (TCU)
Founded in 2005 by Office of The Higher Education Commission, Ministry of Education, Thailand to be the central body of cooperative activities among universities to promote and support online distance education (e-Learning) in Thailand.
Honorable Mentions for the 2009 UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of ICTs in Education as over 13,000 education professionals from 76 institutes have been trained.
1. Introduction (1/5)
6. Glossary| Mobility
Ability to access and participate in teaching and learning content while moving via wireless network.
Mobility in this research focuses on practical use of portable devices such as mobile phones (including smartphones), PDAs, and Portable media players such as MP3 and Mp4 players (including iPAD), while larger devices such as laptops or notebooks or tablet pcs are excluded for the Operational Definition of Mobility for this research.
1. Introduction (2/5)
7. Glossary| Integrative Delivery Method (IDM)
One of four Program Delivery Methods in Extension Education. IDM gives opportunities for learners to discuss, clarify, or to gain better understanding of the study content, and therefore effective learning can take place.
IDM consists of a set of 22 Delivery Modes.
1. Introduction (3/5)
8. 1. Introduction (4/5)
8 of 26
9. Motivation
There are many ways of delivering e-Learning content. Impact of applying Mobility into the 22 modes of IDM based on a group of lecturers around Thailand at Higher Education levelshould be considered.
1. Introduction (5/5)
10. Endorsement and Survey Support| TCU
This study receives permission from TCU to survey their members who are lecturers at Higher Education level throughout Thailand.
A web-based questionnaire was sent by TCU to all registered members at Higher Education level, and to the nine TCU regional hub Universities around the country; to capture experts choices and opinions in relation to the IDM and application of Mobility.
2. Research Methods (1/2)
11. The Survey| 4 Parts
Demographic and general information.
Experience on each of the 22 IDM modes and believe in application of Mobility in each mode.
Confirmation of findings in previous study.
Confirmation of definition of the 22 IDM modes as influenced by Social Media.
2. Research Methods (2/2)
12. Part 1: 118 Participants
3. Findings & Discussion (1/13)
QuestionPart 1
13. Question Part 1
13 of 26
14. Question Part 2
14 of 26
* Display in Percentage
15. Question Part 2
16. 3. Findings & Discussion (5/13)
Question Part 2
Responders Experience with theModes of IDM
17. 3. Findings & Discussion (6/13)
Comparison of the Five Modes of IDMthat have been primarily used
Question Part 2
18. Question Part 2
18 of 26
19. GAP
Computer Network67-9 = 58
Meeting42-18 = 24
Teleconferencing42-20 = 22
Brainstorming41-17 =24
Forum40-28 =12
Satellite Conferencing40-23 = 17
Question Part 2
19 of 26
20. 20 of 26
Question Part 3
21. Question
Part 4
21 of 26
22. Correlations| Pearson Chi-Square (significance level of a = .05)
Gender is significantly associated with application of Mobility to IDM.
Age is significantly associated with application of Mobility to IDM.
3. Findings & Discussion (11/13)
97%
98%
23. Correlations| Pearson Chi-Square (significance level of a = .05)
Ageis significantly associated with Approval of Current Definition of IDM.
Experience in e-Learning as a Learner is significantly associated withApproval of Current Definition of IDM.
3. Findings & Discussion (12/13)
97%
100%
24. Correlations| Pearson Chi-Square (significance level of a = .05)
Experience in e-Learning as an Educator is significantly associated with Approval of Current Definition of IDM.
3. Findings & Discussion (13/13)
100%
25. Most of the lecturers believe in the benefits of integration of Mobility into the delivery method.
Gender, Age, and Experience of the lecturers strongly determine the application of the IDM in e-Learning.
Approval of current definitions for all 22 modes in IDM when takingSocial Media into account.
The result is not of the same order as in previous studies.
4. Conclusion
26. ?
Thank you
VorasuangDuangchinda (Michael)vduangchinda@gmail.com