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Team 2

ITP 620 : Introduction to IT Management/Policy in KoreaCourse Offered By : Prof. Jae Jeung Rho

Riri | Ardimas | Pornprom | Phoumen

Using Hybrid Learning as A Stepping Stone To Promote E-LearningA Case Study on Cambodia , Indonesia and Thailand

Using Hybrid Learning as A Stepping Stone To Promote E-Learning

1. Rational

2. Problem Definition

3. Methodology

4. Scheduling

5. References

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E-Learning

E-learning is the computer and network-enabled transfer of skills and knowledge.

http://en.wikipedia.org/wiki/E-learning

E-Learning Components

• Audience• Course Structure• Page Design• Content Engagement• Usability

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currICT

Restricted Time Regional Distance

“e-Learning”

Why E-Learning Important

E-learning can provide poor countries with the opportunity to close a gap with developed country. Lifelong education through e-learning is the future of education and the enormous market which has a number of trillion dollars of potential value. - Peter F. Drucker

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Benefits of E-Learning

• Convenience and Flexibility • Offers Individualized Instruction • Self-paced • Broader Range of Opinions • Greater Range of Feedback • More Direct Control • High Level of Interaction • High Levels of Participation, Engagement and

Concentration Source: International Journal of The Computer, the Internet and Management Vol. 13.No.3 (September-December, 2005) pp 79-89

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E-Learning Short Comings

• E-learning has poor interactivity between students and teacher or lecturer compare with conventional learning.

• E-learning is only available to PC users. • E-learning is more expensive.

Source: International Journal of The Computer, the Internet and Management Vol. 13.No.3 (September-December, 2005) pp 79-89

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Conventional Learning

• conventional teaching and learning within a brick-and-mortar classroom facility -

http://www.webopedia.com/TERM/C/c_learning.html

Curriculum ICT

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Hybrid Learning

a model of course design that combines traditional, face-to-face class time with online and out-of-class course work

Curriculum ICT

A formal education program in which a student learns at least in part through online delivery of instruction and content, with some element of student control over time, place, path and/or pace

and

at least in part in a supervised brick-and-mortar location away from home.

Hybrid Learning-2

Off-line

Hybrid strategy

On-line

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Hybrid Learning Models - 1

A Physical Teacher employs Online Learning in a Technology Lab / the back of the classroom to supplement

Hybrid Learning Models

Students rotate on a fixed schedule between a self-paced online learning and sittig in a classroom with a face-to-face teacher

Rotation

Teachers provide on-site as needed support through in-person tutoring or small group session

Flex

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Hybrid Learning Models (contd)

An online platform delivers the entire course, but in a brick-and-mortar location. Students who participate in online lab, usually also take traditional courses

Online Lab

Students choose to take remote online courses to supplement their schools’s traditional curriculum. Popular among high school student

Self-BlendStudents studies remotely and face-to-face check ins are either available or mandatory

Online Driver

Rotation Flex Self-Blend Enriched Virtual

• Station rotation• Lab rotation• Flipped Classroom• Individual rotation

Online platform with F2F support and fluid schedules

Students attend physical school & take 1 or more courses online

Students learn sometimes at a physical school, other times remotely

Emerging models of blended learning

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Benefits of H.L

• meets expectations for utilizing technology.• develops independent learning skills.• offers increased flexibility and convenience.• provides better access to those with job, family, or distance barriers.• helps reduce educational costs. More opportunities to interact with course

materials and resources, leading to greater engagement and enhanced opportunities for success

• Higher-quality peer interaction• Greater flexibility in course scheduling, a boon to UW Bothell’s high percentage of

working and commuting students• Increased skills in self-directed learning leading to greater learner autonomy• Skills in communicating effectively in multiple modes• Increased technical skills http://www.facultyfocus.com/articles/distance-learning/the-benefits-of-blended-learning-explained/

Students Point of View

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• gives them access to new resources.• introduces them to online learning.• is an opportunity for faculty development and lets them experiment with new

pedagogies and techniques.• helps meet student expectations and build student skills.• allows for more flexible scheduling.• retains the face-to-face aspect faculty may cherish.• Enhanced pedagogical practices as a result of redesigning the learning

experience• Better student engagement• More flexible schedule and better ability to work from different locations• Enhanced opportunity to participate in interdisciplinary practices such as

course linking• Better online pedagogical and technology skills while still retaining the valued

face-to-face interaction with students

Faculty Point of View

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• impacts the entire institution.• offers a learner-centered pedagogy.• may integrate with the strategic plan.• improves classroom utilization.• can help match delivery to academic need.• can help fill under-enrolled courses and

programs.

Administrator Point of View

Cambodia

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• 2009 - 2010

– Primary schools: 6,665

– Enrollment: 2,239,757

• 2005-2006

– Enrollment: 2,695,372

– Primary schools Teacher: 50,378

• Language of Instruction : Khmer

Indonesia

• Language of instruction : Bahasa Indonesia

• # Elementary School : 143,272• #Students : 24,863,936 (Public),

2,464,665 (Private)

Thailand

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• Language of instruction : Thai• # Elementary School : 33,043

(Public+Private)• #Students : 4,006,326 (2007)

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Level/Grade

Countries Average Age

Cambodia Indonesia Thailand Cambodia Indonesia Thailand1 Preschool 3-5 3-6 3-62

Primary School

6 6 63 7 7 74 8 8 85 9 9 96 10 10 107 11 11 118

Secondary School

12 12 129 13 13 13

10 14 14 1411

Upper Secondary

15 15 1512 16 16 1613 17 17 1714 Tertiary Education >18 18 18

Malaysia• 2 Semesters : January ~ June & July ~

December• 14 Level Start from Pre-school

Playgroup ~Tertiary School (University)• Primary education begins at age seven• Language of instruction : Malay

language (Bahasa Melayu)• # Elementary School : 7,709 • #Students : 2,859,921

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Republic of Korea• 14 Level Start from Pre-school

Playgroup ~Tertiary School (University)

• Language of instruction : Korean language , English Taught starts From Elementary

• # Elementary School : 5,757• #Elementary School Students:

3,830,063• #Computer to Student Ratio = 1 : 6

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Overall ICT for Education Situation status by UNESCO

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Countries Appreciation of Technology

Availability of Technology

Cambodia HIGH LOWIndonesia HIGH LOWMalaysia HIGH HIGHRepublic of Korea HIGH HIGHThailand

HIGH LOW

Source: Strategy Framework for Promoting ICT Literacy in the Asia-Pacific Region http://unesdoc.unesco.org/images/0016/001621/162157e.pdf

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Internet access in schools

Cambodia :3.5Indonesia : 4.7Thailand : 4.5

Malaysia : 5.2Korea : 6.2

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IDI (ICT Development Index) - Skill

Generated by ITU to indicate total enrollment in specific level of education regardless of age. Expressed as percentage

Cambodia : 9.2Indonesia : 23.5Thailand : 45.0

Malaysia : 37Korea : 102

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E-Learning in Universities• Thailand : 173 Universities , 3 provides 100% E-

learning– 1) Assumption University

http://www.elearning.au.edu/ Graduate school of eLearning

– 2) School of IT, Rangsit U http://it.rsu.ac.th/itmonline/Pages/index.aspx and

– 3) Thailand Cyber University http://www.thaicyberu.go.th/index.php?lang=en-us

• Cambodia : 47 Universities• Indonesia : 2647 Universities

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Problem Definition

Low E-Learning Usage in Higher Education

Low ICT Literacy for

Higher Education

Low Internet Access in

Higher Education

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Specific Problem• Cambodia :

– Inadequate of power supply in rural area– The high cost of electricity– High Price for Internet Access

• Indonesia :– Integration of ICT in the curriculum– Decentralisation of the educational system– The high cost of Internet connections

• Thailand– Policy: Lack of strong support from the top executive level in many universities– Technology: Lack of technical skills for online courses– Financial: Inconsistent financial support and lack of longterm budget planning– Human Resources:Lack of awareness of e-learning adoption– Infrastructure:Inconvenient e-learning software and access

Goal

To Accelerate E-learning in

3 ASEAN countries

(Cambodia ,Indonesia ,Thai

land ).

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Objective

•To Promote Hybrid Learning Concept in

Higher Education among Cambodia,

Indonesia and Thailand.

•To Analyze E-learning utilization in

Cambodia, Indonesia and Thailand

•To analyze factors supporting E-learning

utilization in Malaysia and Korea

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Scope of work• What

– Hybrid Learning• Who

– Higher Education (University , College)• Where

– Indonesia, Cambodia, Thailand, Malaysia, Korea• How

– Papers, Journals related with Hybrid Learning & E-Learning

– Best practices & lesson learnt from Malaysia & Korea

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Methodology

• Literature review• Benchmarking• Analyze with

– SWOT– PESTEL

• Case studies and Best practices33

Scheduling

Tasks Sep Oct Nov Dec

W3 W4 W1 W2 W3 W4 W1 W2 W3 W4 W1 W2 W3

1. Literature Review

2. Collecting Data

1) Cambodia

2) Indonesia

3) Korea

4) Malaysia

5) Thailand

3. Data Analysis

4. Recommendation 5. Submit draft final

report

6. Revising Report

7. Final Presentation

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References1. Ministry of Education, Youth and sport, “Master Plan for Information and

Communication Technology in Education 2009-2015”2. International Bureau of Education, “World Data on Education VII Ed. 2010/11”3. http://en.wikipedia.org/wiki/Education_in_Indonesia2._Index (last accessed

25 September 2012)4. http://www2.unpan.org/egovkb/datacenter/CountryView.aspx

5. LIST OF TABLES OF THE PRIMARY SCHOOL (PS) EDUCATION DATA YEAR 2009/2010

6. http://www.unescobkk.org/education/ict/ict-in-education-projects/monitoring-and-measuring-change/performance-indicators-on-ict-use-in-education-project/consultative-workshop/country-reports/indonesia/ (last accessed 25 September 2012)

7. Toward a Learning Society in Thailand: An Introduction to Education in Thailand, http://www.bic.moe.go.th/fileadmin/BIC_Document/book/intro-ed08.pdf (last accessed 26 September 2012)

8. UNESCO: Strategy Framework for Promoting ICT Literacy in the Asia-Pacific Region http://unesdoc.unesco.org/images/0016/001621/162157e.pdf (last accessed 26 September 2012)

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9. Theory on Blended Learning http://www.knewton.com/blended-learning/

10.Korea e-Learning Industry Association http://www.kelia.org/user/eng/eng100.jsp

11. From Blended Learning to E-Learning http://www.elearningap.com/eLAP2006/Proceeding/p37.1-4-fin-54-Santhitorn.pdf

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Thank you for your participation

Team 2: Smart Education

Riri | Ardimas | Pornprom | Phoumen