Jintavee Khlaisang 1 and Prakob Koraneekij 2

1. Development of Blended E-Learning Model Using Online Interactive Reflective Learning Logs to Enhance Faculty of Education Students’ Inquiring Mind and Retention at Chulalongkorn University Jintavee Khlaisang1 and PrakobKoraneekij 2 Department of Educational Technology and Communications, Chulalongkorn University, Bangkok, Thailand jintavee.m@chula.ac.th1 and prakob.k@chula.ac.th2

2. Thai Qualifications Framework for Higher Education (TQF) Ethics (2) Knowledge Cognitive Skill (4) Responsibility (5) Specialized skill 1. INTRODUCTION

3. Thai Qualifications Framework for Higher Education (TQF) Ethics Knowledge Cognitive skill Responsibility Specialized skill Blended e-Learning 1. INTRODUCTION Proper Content for F2F&Online In-depth Knowledge Online Interactive Reflective Learning Logs (OIRLs) Inquiring Mind

4. In accordance with the desired characteristics of Chulalongkorn University graduates, one of the characteristics is inquiring mind capability in exploring, and comparing existing knowledge to the new knowledge. • By such way, we also believe that it would enhance learning retention. • Online Interactive Reflective Learning Logs (OIRLs) in the blended learning environment can be considered as one of the tools in enhancing such capability. • a structured online interactive reflections • learners will work in pair -- each one would be assigned to read, reflect, and share experience, with (maybe) positively monitoring and suggesting by instructor. 1. INTRODUCTION

5. OBJECTIVES • To develop blended e-Learning model using OIRLs to enhance Faculty of Education students’ inquiring mind and retention at Chulalongkorn university • to develop blended e-Learning model using OIRLs to enhance Faculty of Education students’ inquiring mind and retention at Chulalongkorn university • to examine result from the tryout of the blended e-Learning model using OIRLs to enhance Faculty of Education students’ inquiring mind and retention at Chulalongkorn university • to propose blended e-Learning model using OIRLs to enhance Faculty of Education students’ inquiring mind and retention at Chulalongkorn university.

6. PROCEDURES

7. Phase 1Literature review of model components and procedures and Model development • Process : • The data gathering from the review of totaled 100 related literatures (40 Thai literatures and 60 international literatures) were reported as a draft model. • Researcher interviewed the 5 experts in the field of curriculum and instruction, and educational technologies. • Result : • Draft model comprising of 6 components and 5 procedures was proposed. 2. The Research Study AND THE Findings

8. The Research Study AND THE Findings Figure 1: Development of Blended E-Learning Model Using Online Interactive Reflective Learning Logs to Enhance Faculty of Education Students’ Inquiring Mind and Retention at Chulalongkorn University

9. The Research Study AND THE Findings • Phase 2Model try out • Process: • The samples were 40 undergraduate students divided into two groups (group 1 : OIRLs without observation, feedback, and positive reinforcement from instructor and group 2 : OIRLs withobservation, feedback, and positive reinforcement from instructor). • The two pretests were completed in order to explore the former levels of their knowledge, their inquiring mind, and the result of the basic computer ability were also used to divided students into groups. • Theinstructions were initiated for 9 weeks followed blended e-Learning with online interactive reflective learning logs lesson plan. • The posttest of inquiring mind and retention test were conducted in order to compare learners’ former and latter levels of inquiring mind and learning ability. Also, the retention test conducted again upon two weeks after completing the lesson. • Supported data of inquiring mind’s process were collected through the evidences of OIRLs activities learners contributed via the online learning environment using content analysis method. • The satisfaction towards the model was also conducted in order to explore the appropriateness towards the model.

10. The Research Study AND THE Findings Data were analyzed using frequency, percent, mean, standard deviation, t-test and repeated measures ANOVA. The research results indicated as follows. Learners’ Inquiring Mind : Learners’ Retention :

11. The Research Study AND THE Findings • Learners’ Satisfaction : The Model Examples of some questions : lecture and demonstration in face to face class are clear and applicable learning courseware on Blackboard Learning Management System is significant for reviewing course contents for in-depth understanding 7 & 9 were asked about comment and suggestion from instructors enhance their searching and collecting ability, as well as their motivation. Figure 2:Learners’ satisfaction towards the Blended E-Learning Model Using Online Interactive Reflective Learning Logs

12. The Research Study AND THE Findings • Learners’ Satisfaction : The System Examples of some questions : accessibility to e-courseware on Blackboard LMS accessibility to discussion on Blackboard LMS accessibility to OIRLs blog on Blackboard LMS, Figure 3:Learners’ satisfaction towards the Blackboard Learning Management System

13. The Research Study AND THE Findings Phase 3 Model revised and confirmation • The 3 experts considered that the models were appropriate towards the inquiring mind and retention in higher education. • Suggestions were made as follows: • adding details of the role of none assigned peers which is interesting but hardly mention in the report • learning strategies should be considered to be certain that the model will work more effectively and efficiency. • when first introduce OIRLs to the learners, instructors should monitor the steps strictly, then later on might be able to let learners accomplish their own activities. • both inquiring mind and retention should be followed up an may compared with the traditional instruction whether there will be different found in both groups.

14. Discussion and Conclusions • The model can effectively enhance learners’ inquiring mind. Since the scores of group 2 were higher than scores of group, it may be implied that OIRLs with peer and instructor’s feedbacks could enhance learners’ inquiring mind better than the OIRLs with only peer feedbacks. • However, since significant differences were not found, it could be concluded that both types of OIRLs were applicable and could be used interchangeably. • The model can enhance learners’ retention. Though the scores of group 2 were higher than scores of group 1, it could be implied that OIRLs with peer and instructor’s feedbacks could enhance learners’ retention better than the OIRLs with only peer feedbacks. • However, since significant differences were not found, it could be concluded that both types of OIRLs were applicable and could be used interchangeably.

15. REFERENCES (some selected) • Aulls, M. W. & Shore B. M. (2008). Inquiry in Education. New York, NY: Taylor & Francis Group, LLC. • Bonk, C. J. & Graham, C. R. (2006). The handbook of blended learning. San Francisco, CA: Pfeiffer. • Collopy, R.M.B. & Arnold, J.M. (2009). To Blend or Not To Blend: Online and Blend Learning Environments in Undergraduate Teacher Education. Teacher Education, 18(2), 85-101. • Deaton, C.M., Deaton, B.E. & Leland, K. (2010).Interactive Reflective Logs.Sci Child, 48(3). • Delialioglu, O., & Yildirim, Z. (2007).Students’ Perceptions on Effective Dimensions of Interactive Learning in a Blended Learning Environment. Educational Technology & Society, 10 (2), 133-146. • Khlaisang, J. and Koraneekij, P. (2009). Pedagogy-Based Hybrid Learning: from concept to practices. Faculty of Education, Chulalongkorn University Journal, 38 (1), 93-108. • Konold, K.E. et.al. (2004). Using Teacher Feedback to Enhance Student. [Online] Available from: http://www.cec/sped. org/Content/NavigationMenu/AboutCEC/ International/ StepbyStep/ Resource Center. Retrieved on April 19, 2011. • Li, Q., Moorman, L., & Dyjur, P. (2010). Inquiry-Based Learning and E-Mentoring Via Videoconference: A Study of Mathematics and Science Learning of Canadian Rural Students. Educational Technology Research and Development,58, 729-253. • Rusmeprome, V. (1989). Educational Media and Technology and Contemporary of Teaching. Bangkok : ChuanPim. • Smith, E. and Gorard, S. (2010). 'They don't give us our marks': the role of formative feedback in student progress. Assessment in Education: Principles, Policy & Practice. 12(1), pp. 21-38. • Steenson, C. (2006). Learning Logs in the Science Classroom: The literacy Advantage.Sci Scope, 29(7). • Wilson, D. &Smilanich, E. (2005). The Other Blended Learning. San Francisco, CA: John Wiley & Sons, Inc.

16. Acknowledgement “The authors would like to thank Faculty of Education, Chulalongkorn University’s fund in supporting this research. Our appreciations also extend to all experts, instructors, and students, participated in this study.”