Development of Blended Learning Model for Fundamental Computer Information in the Sakon Nakhon Rajabhat University Undergraduated Student

Abstract

The purposes of this research were: 1) to develop an instructional model in the computer course entitled ‘Computer and Basic Information’ through the use of blended learning concepts for undergraduate students in Sakon Nakhon Rajabhat University, and 2) to investigate the results of experiment in using the instructional model. The study procedure included 3 steps: 1) develop an instructional model, 2) create instruments for collecting data, and 3) experiment in using the instructional model. The sample was undergraduate students enrolled in the first semester of academic year 2015 at Sakon Nakhon Rajabhat University who were divided into 2 groups–a treatment group of 29 students and a control group of 25 students. The instruments used in data collection were a test of learning achievement, a form for measuring the ability in information literacy, and a questionnaire of satisfaction. Statistics used in data analysis were percentage, mean, standard deviation and t-test. The findings of study were as follows: 1. The developed instructional model was composed of 5 components: 1) principles, 2) objectives, 3) content, 4) instructional process, and 5) measurement and evaluation. The objectives of the instructional model were to develop students’ learning achievement and information literacy. There were two forms of instructional process: 1) face-to-face instruction in a regular class in which management of cooperative learning using jigsaw technique was employed, together with coaching instruction, and 2) learning online. The result of assessing the appropriateness of the instructional model by experts showed that the model was appropriate at the highest level. 2. The results of experiment in using the developed instructional model showed as follows: 1) Students both in the treatment and control groups had significantly higher learning achievement and information literacy after learning than those before learning at the .01 level; 2) the students in treatment group had significantly higher learning achievement and information literacy after learning than those in control group at the .05 level; and 3) the students in treatment group were satisfied with learning at the highest level.