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International Journal of the Computer, the Internet and Management Vol.23 No.3 (September-December, 2015) pp. 81-88
81
Development of Student’s Research Skills
Using Social Networks and Ubiquitous
Learning in Flipped Classroom
Pathapong Pongpatrakant
Loei Rajabhat University, Thailand
[email protected], www.lru.ac.th
Abstract - The purposes of this research
were 1) to evaluate quality of the
Programming Application for Statistics and
Research course for research based
learning using social networks and
ubiquitous learning in the flipped
classroom, 2) to study learning achievement
of students of the Programming Application
for Statistics and Research course for
research based learning using social
networks and ubiquitous learning in the
flipped classroom, 3) to evaluate learning
activities of students by using authentic
assessment, 4) to compare of learning
achievement between the experimental
group and control group, and 5) to study
students' satisfaction the Programming
Application for Statistics and Research
course for research based learning using
social networks and ubiquitous learning in
the flipped classroom. The samples were 15
experts group including 5 experts for
evaluating the instructional model, 5
content experts, 5 technique and method
experts, Student group: 80 students of
Faculty of Education at Loei Rajabhat
University, assigned into 2 groups
including: 40 students as the experimental
group, and 40 students as the control group.
Percentage, arithmetic mean, standard
deviation, t-test, E1/E2, and correlation were
used to analyze the data. The findings of the
study were as follows: The student's
research skills were in 6 areas; 1) Embark
and Clarify, 2) Find and Generate, 3)
Evaluate and Reflect, 4) Organize and
Manage, 5) Analyze and Synthesize, and 6)
Communicate and Apply. The results of
evaluating the instructional model experts
showed that the mean were 4.43 at high
level, the content experts showed that the
mean were 4.45 at high level, and the
technique and method experts showed that
the mean were 4.60 at the highest level.
Tools used in this study consisted of develop
research skills, competency test, and
collaboration online learning activities in 8
chapters. The result of assessment students’
evaluation of the course was 4.45, which was
at high level. The comparison of learning
achievement between the experimental
group and control group, we found that the
experimental group had their average
scores from the posttest higher than those of
the control group at a statistical significance
of .05 level and the effectiveness of the
experimental group was 85.38/88.03 which
higher than the control group was
72.96/76.35. The result of students'
satisfaction was 4.51, which was at the
highest level. It could be concluded that the
Programming Application for Statistics and
Research course for research based learning
using social networks and ubiquitous
learning in the flipped classroom can be
rated as highly appropriate and applicable.
Keywords - Ubiquitous Learning, Flipped
Classroom, Research Based Learning
I. INTRODUCTION
As the use of internet based applications
that are provided through the use of cloud
technology grows, so does the need for
education to keep up with such advances in the
use of internet. Therefore, internet based
learning as a formal means of education,
Development of Student’s Research Skills Using Social Networks and Ubiquitous Learning in Flipped Classroom
International Journal of the Computer, the Internet and Management Vol.23 No.3 (September-December, 2015) pp. 81-88
82
through a branch of e-learning, will have to
use cloud technology to improve the quality of
service, bring down costs that are related with
education and online courses etc. [1]. In order
to be able to discuss what benefits cloud
computing technology, social networks and
ubiquitous learning can bring to e-learning
platforms and online education we must first
discuss what cloud computing is and what are
the benefits and drawbacks of using such
technology. Furthermore, we must also discuss
which parts of cloud computing are beneficial
and are recommended to be used in
combination with online learning.
One of the current educational trends in 21st
Century skills to changes the role of students
from being passive receivers of information to
active learners. This approach is often referred
to as the flipped classroom, both of students
and teachers actively engage in the teaching
and learning processes. The teacher uses
interact ive, teacher -created learning
technologies to deliver the lessons to the
students outside regular class hours, thus
reducing lecture hours inside classroom.
Through these learning technologies and
instructional methods, the students can have
greater control over their own learning. They
can learn at their own place, individually or
with co-learners – anytime and anywhere as
long as they have access to the media.
Meanwhile, instructional activities such as
homework, exercises and projects are
conducted during regular class hours to assess
what students have learned. These allow the
teachers to spend more time working with the
students at the individual or group level. In-
class activities are designed to develop
student’ higher order thinking skills ,
encourage active learning, and enhance social
networks and ubiquitous learning interaction
and collaboration among students. In simple
terms, flipping the class means that class hours
are allotted for hands-on activities while actual
lessons are given as homework for students
[2].
II. RESEARCH OBJECTIVES
The purposes of this research were to:
1. evaluate quality of the Programming
Application for Statistics and Research course
for research based learning using social
networks and ubiquitous learning in the
flipped classroom.
2. study learning achievement of students
of the Programming Application for Statistics
and Research course for research based
learning using social networks and ubiquitous
learning in the flipped classroom.
3. evaluate learning activities of students
by using authentic assessment.
4. compare of learning achievement
between the experimental group and control
group.
5. study students' sat isfact ion the
Programming Application for Statistics and
Research course for research based learning
using social networks and ubiquitous learning
in the flipped classroom.
III. SCOPE OF RESEARCH
The research in this study focused on the
learning outcomes using Google drive and
Social media such as Facebook, Google for
Educat ion, YouTube and Kahoot
Gamification. Contents and traditional method
course of information technology for life
subject to promote systems thinking for
undergraduate students enrolled during the
first semester of academic year 2015 in Loei
Rajabhat University.
The samples were 15 experts group
including 5 experts for evaluat ing the
instructional model, 5 content experts, 5
technique and method experts, Student group:
80 students of Faculty of Education at Loei
Rajabhat University, assigned into 2 groups
including: 40 students as the experimental
group, and 40 students as the control group.
This treatment planning shown in Fig. 1 [3].
Pathapong Pongpatrakant
International Journal of the Computer, the Internet and Management Vol.23 No.3 (September-December, 2015) pp. 81-88
83
E (R) O1 X O2
C (R) O1 - O2
Fig 1. Treatment Planning
X = Social Networks and Ubiquitous
Learning in Flipped Classroom, R = Random
assignment, E = Experimental group, C =
Control group, O1 = Pretest, O2 = Posttest
IV. CONCEPTUAL FRAMEWORK
A. Incorporating Bloom’s Taxonomy
Bloom’s Taxonomy, originally published in
1956, gave explicit definitions for each of the
major categories in the cognitive domain.
Instructors create learning outcomes based on
the Taxonomy because it offers a
straightforward way to align particular student
actions to the various levels of the cognitive
domain [4].
Fig 2. Bloom's Taxonomy Staircase
(Source:http://www.learningsolutionsmag.com/articles/110
5/elearning-guild-research-reconsidering-blooms-taxonomy-old-and-new)
B. Social Media and Bloom’s Revised
Taxonomy
Using social media in the classroom can
help students understand how to utilize these
applications in both a professional and
educational setting. After taking a course on
online identity management, a student said he
is now more thoughtful about what he posts
online and how his posts will be received [5].
In addition to reevaluating how they manage
their online reputation, students can begin to
learn how to manage the constant stream of
information available at their fingertips.
Finally, the use of social media in the
classroom can actively engage students in and
with course content. By using Bloom’s revised
taxonomy as a guide for act ivity and
assignment development, students complete
increasingly complex tasks throughout the
semester. Structuring activities in such a
manner places the focus on transferable
knowledge and allows the instructor to learn
more about the social media site as the
semester progresses just as the students do.
The tasks are not only complex in how
students engage with course concepts, but also
how they engage with and use the social media
platform. By asking students to create content
on social media rather than simply passively
consume instructors are able to help students
see the potential value of social media and the
opportunities that exist within for lifelong
learning and professional and personal
correspondence [6].
C. Conceptual Framework for the Research Conceptual framework for the learning
activities in social networks and ubiquitous
learning in flipped classroom as shown below.
Fig 3. Conceptual Framework
a. Embark & Clarify (Curious)
Respond to or initiate research and clarify or
determine what knowledge is required,
heeding ethical/cultural and social/team
considerations.
b. Find & Generate (Determined)
Find and generate needed information/data
using appropriate methodology.
c. Evaluate & Reflect (Discerning)
Determine and critique the degree of
credibility of selected sources
and of data generated, and reflect on the
research processes used.
d. Organise & Manage (Harmonising)
Organise information and data to reveal
patterns and themes, and manage teams and
research processes.
e. Analyse & Synthesise (Creative)
Analyse information/data critically and
synthesise new knowledge to produce
coherent individual/team understandings.
f. Communicate and Apply (Constructive)
Write, present and perform the processes,
understandings and applications of the
research, and respond to feedback, accounting
for ethical, social and cultural (ESC) issues.
Research Skill Development in Bloom s
Taxonomy
Social networking and collaboration
Collaboration includes additional behaviors
that build on the basic connections that are the
result of networking / internet
Ubiquitous Learning
Ubiquitous learning is often simply defined as
learning anywhere, anytime and is therefore
closely associated with mobile technologies.
The portability of computers and computing
devices has blurred the traditional lines
between formal and informal learning.
Online Learning in Flipped Classroom
Learning Activities in Social Networks and
Ubiquitous Learning in Flipped Classroom
Learning Achievement
Students satisfaction
Development of Student’s Research Skills Using Social Networks and Ubiquitous Learning in Flipped Classroom
International Journal of the Computer, the Internet and Management Vol.23 No.3 (September-December, 2015) pp. 81-88
84
V. RESEARCH METHODOLOGY
This study consisted of three phases [7].
Phase 1 - The learning model was
synthesized in developing the Flipped
Classroom Design Model. In evaluating the
model were conducted with five experts’
evaluation of the instructional model were
surveyed to assess the model following
evaluation criteria: usefulness, relevance, level
of satisfaction for each phase, clarity of each
phase, attractiveness of the overall layout or
design, and ease of implementation. The
results of the survey were analyzed using
weighted means.
Phase 2 - Tools for the online learning
using Facebook, Google for Education,
YouTube, and Kahoot for Gamification. In
evaluating the contents were conducted with
five experts’ contents following eight chapters:
Introduction to research and questionnaire,
data preparation and descriptive statistics,
programming application for statistics and
research, T-test analysis, ANOVA analysis,
measuring correlation, linear regression, and
assessment of research tools. In evaluating the
technique and method were conducted with
five experts’ technique and method following
six criteria: course design, instructional design,
instructional materials, navigation and access,
research skill tools, and flipped classroom
tools. The results of the survey were analyzed
using weighted means.
Phase 3 - The research skills using social
networks and ubiquitous learning in flipped
classroom used to 80 students of Faculty of
Educat ion at Loei Rajabhat University,
assigned into 2 groups including: 40 students
as the experimental group, and 40 students as
the control group. In-class activities and tools
shown in Fig. 1 - Fig. 10.
Fig 4. In-Class Activities for Flipped Classroom
Fig 5. Social Networks for Education Using Facebook
Fig 6. Group Communication Online
Pathapong Pongpatrakant
International Journal of the Computer, the Internet and Management Vol.23 No.3 (September-December, 2015) pp. 81-88
85
Fig 7. Data Storage on Google Drive
Fig 8. Online Testing Using Ubiquitous Learning
Fig 9. Collaborative Learning on Google Drive
Fig 10. Online Evaluation Scoreboard
VI. RESEARCH FINDINGS
A. The results of experts’ evaluation of the
Programming Application for Statistics and
Research course for research based learning
using social networks and ubiquitous
learning in the flipped classroom
The findings of the study were as follows:
The results of experts’ evaluation of the
instructional model showed in table I.
TABLE I
SUMMARY OF EXPERTS’ EVALUATION
OF THE INSTRUCTIONAL MODEL
Criteria Mean S.D. Suitability
Usefulness of the model 4.60 .55 Highest
Relevance of the model 4.40 .55 High
Level of satisfaction for
each phase 4.40 .55 High
Clarity of each phase of
the model 4.60 .55 High
Attractiveness of the
overall layout or design 4.40 .55 High
Ease of Implementation 4.20 .45 High
Overall Weighted Mean 4.43 .53 High
On the table I, The maximum mean was
usefulness of the model and clarity of each
phase of the model were at the highest level
(Mean = 4.60 S.D. = .55) and overall weighted
mean was at high level (Mean = 4.43 S.D. =
.53).
The results of experts’ contents showed in
table II.
Development of Student’s Research Skills Using Social Networks and Ubiquitous Learning in Flipped Classroom
International Journal of the Computer, the Internet and Management Vol.23 No.3 (September-December, 2015) pp. 81-88
86
TABLE II
SUMMARY OF EXPERTS’ CONTENTS
Chapters Mean S.D. Suitability
Introduction to Research
and Questionnaire 4.60 .55 Highest
Data Preparation and
Descriptive Statistics 4.40 .55 High
Programming
Application for Statistics
and Research
4.60 .55 Highest
T-test analysis 4.60 .55 Highest
ANOVA analysis 4.40 .55 High
Measuring Correlation 4.40 .55 High
Linear Regression 4.20 .45 High
Assessment of research
tools 4.40 .55 High
Overall Weighted Mean 4.45 .54 High
On the table II, The maximum mean was
introduction to research and questionnaire,
programming application for statistics and
research, and T-test analysis was at the highest
level (Mean = 4.60 S.D. = .55) and overall
weighted mean was at the high level (Mean =
4.45 S.D. = .54).
The results of experts’ technique and
method showed in table III.
TABLE III
SUMMARY OF EXPERTS’ TECHNIQUE
AND METHOD
Criteria Mean S.D. Suitability
Course design 4.60 .55 Highest
Instructional design 4.60 .55 Highest
Instructional materials 4.60 .55 Highest
Navigation and access 4.40 .55 High
Research skill tools 4.80 .45 Highest
Flipped classroom tools 4.60 .55 Highest
Overall Weighted Mean 4.60 .53 Highest
On the table III, The maximum mean was
research skill tools was at the highest level
(Mean = 4.80 S.D. = .45) and overall weighted
mean was at the highest level (Mean = 4.60
S.D. = .53).
B. Study learning achievement of students of
the Programming Application for Statistics
and Research course for research based
learning using social networks and
ubiquitous learning in the flipped classroom Students’ evaluation of the course of the
Programming Application for Statistics and
Research for research based learning using
social networks and ubiquitous learning in the
flipped classroom shown in Table IV.
TABLE IV
SUMMARY OF STUDENTS’ EVALUATION
OF THE COURSE
Criteria Mean S.D. Suitability
Course design 4.38 .49 High
Instructional design 4.60 .50 Highest
Instructional materials 4.48 .51 High
Navigation and access 4.40 .50 High
Learning Activities 4.38 .49 High
Overall Weighted Mean 4.45 .50 High
On the table IV, The maximum mean was
instructional design was at the highest level
(Mean = 4.60 S.D. = .50) and overall weighted
mean was at the highest level (Mean = 4.45
S.D. = .50).
The student's research skills were in 6
areas; 1) Embark and Clarify, 2) Find and
Generate, 3) Evaluate and Reflect, 4) Organize
and Manage, 5) Analyze and Synthesize, and
6) Communicate and Apply. The results of
evaluation of research skills shown in Table V.
Pathapong Pongpatrakant
International Journal of the Computer, the Internet and Management Vol.23 No.3 (September-December, 2015) pp. 81-88
87
TABLE V
EVALUATION OF RESEARCH SKILLS USING
SOCIAL NETWORKS AND UBIQUITOUS
LEARNING IN FLIPPED CLASSROOM
Research
Skills
Control
group (CG)
Experiment
group (EG) E1/E2 [8]
form
ative
(30)
Post
(50)
form
ative
(30)
Post
(50) CG EG
Embark and
Clarify
21.9
6
38.9
2
25.4
3
44.3
2
73.20/
77.84
84.77/
88.64
Find and
Generate
20.4
1
33.6
9
24.3
7
42.5
8
68.03/
67.38
81.23/
85.16
Evaluate and
Reflect
21.6
2
35.4
5
26.5
2
45.6
4
72.07/
70.90
88.40/
91.28
Organize and
Manage
23.5
8
41.0
9
24.3
1
43.3
2
78.60/
82.18
81.03/
86.64
Analyze and
Synthesize
21.5
5
41.4
3
25.6
4
44.5
7
71.83/
82.86
85.47/
89.14
Communicate
and Apply
22.2
1
38.4
6
27.4
2
43.6
5
74.03/
76.92
91.40/
87.30
Total 21.8
9
38.1
7
25.6
2
44.0
1
72.96/
76.35
85.38/
88.03
On the table V, to investigate the
effectiveness of research skills using social
networks and ubiquitous learning in flipped
classroom indicating that the average scores
on formative tests and posttest. The results of
the effectiveness of the experimental group
was 85.38/88.03 which higher than the control
group was 72.96/76.35 given 70/70
benchmark.
TABLE VI
COMPARISON OF PRETEST AND POSTTEST
SCORES BETWEEN GROUP
Test
type
Mean t-test
value p-value
CG EG
Pretest 17.09 17.11 .052 .960
Posttest 38.17 44.01 4.562 .006
* Significant at .05 level
On the table VI, findings revealed that a
significant difference between the posttest
scores (p-value < .05) and the experimental
group had their average scores from the
posttest higher than those of the control group
at a statistical significance of .05 level.
TABLE VII
SUMMARY OF STUDENTS’ SATISFACTION
Criteria Mean S.D. Suitability
Instructor 4.43 .50 High
Co-learners 4.45 .50 High
Interaction and Communication
4.75 .44 Highest
Technology 4.48 .51 High
Strategies 4.48 .51 High
Class management 4.55 .50 Highest
Facilities 4.48 .51 High
Overall Weighted
Mean 4.51 .49 Highest
* Significant at .05 level
On the table VII, The maximum mean was
interaction and communication was at the
highest level (Mean = 4.75 S.D. = .44) and
overall weighted mean was at the highest level
(Mean = 4.51 S.D. = .49).
VII. CONCLUSION
AND FUTURE WORK
This research results showed that using
social networks and ubiquitous learning in
flipped classroom was effective to improving
student’s research skills because of technology
is the new ways of teaching, managing and
usage of social media and social networks by
the students on e-leaning platforms. It could be
concluded that the Programming Application
for Statistics and Research course for research
based learning using social networks and
ubiquitous learning in the flipped classroom
can be rated as highly appropriate and
applicable. Present, the ubiquitous computing
technology for learning have important to
educational resources, and diverse pedagogical
tactics to improve the student learning effect
and help students achieve their learning goals.
Our future research will be dedicated to
investigating the differences in educational
affordances between different instructional
environments and open courses using different
learning tools, learning contexts, learning
affect ions, theme-based act ivit ies, and
instructional strategies.
Development of Student’s Research Skills Using Social Networks and Ubiquitous Learning in Flipped Classroom
International Journal of the Computer, the Internet and Management Vol.23 No.3 (September-December, 2015) pp. 81-88
88
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