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General Information
    • ISSN: 2010-3689
    • Frequency: Bimonthly (2011-2014); Monthly (Since 2015)
    • DOI: 10.18178/IJIET
    • Editor-in-Chief: Prof. Dr. Steve Thatcher
    • Executive Editor: Ms. Nancy Y. Liu
    • Abstracting/ Indexing: EI (INSPEC, IET), Electronic Journals Library, Google Scholar, Crossref and ProQuest
    • E-mail: ijiet@ejournal.net
Editor-in-chief
Prof. Dr. Steve Thatcher
QUniversity, Australia
It is my honor to be the editor-in-chief of IJIET. The journal publishes good-quality papers which focous on the advanced researches in the field of information and education technology. Hopefully, IJIET will become a recognized journal among the scholars in the related fields.

IJIET 2018 Vol.8(1): 1-6 ISSN: 2010-3689
doi: 10.18178/ijiet.2018.8.1.1002

A Design of e-Learning Lessons to Enhance Advance Thinking Skill for Undergraduate Students

Sayamon Insaard
Abstract—This research aimed to 1) study the feasibility and appropriateness of E-learning lesson design using instructional strategy, 2) study the feasibility and appropriateness of E-learning lesson design using constructivism learning environment, 3) study the feasibility and appropriateness of using E-learning lesson for developing advance thinking skill of undergraduate students. The samples for the study were 25 experts on education technology and communication, on E-learning design, on curriculum and instruction. The research instruments consisted of 1) e-learning lessons designed on 9 instructional strategies; knowledge construction (PSPSKAPE), role play, inquiry based learning, CIPPA Model, collaborative learning, cooperative learning, project-based learning, problem based learning, case based learning. 2) e-learning lesson designed on constructivism learning environment; open learning environment (OLEs) and constructivist learning environment (CLEs). 3) Questionnaire. The data was statistically analyzed by percentage, mean ( x ) standard deviation (S.D.).
The research findings were that 1) the feasibility of all types of e-learning design for developing higher-ordered thinking of undergraduate students was at the level of “most” ( x = 4.69, S.D.= 0.25), 2) the feasibility of e-learning lesson design using instructional strategy was at the level of “most” ( x = 4.68, S.D.= 0.31), 3) the feasibility of e-learning lesson design using constructivism learning environment was at the level of “most” ( x = 4.72, S.D.= 0.38), 4) the feasibility of e-learning lesson design using instructional strategies and constructivism learning environment was at the level of “most” ( x = 4.73, S.D.= 0.37), 5) the feasibility of e-learning lesson design for developing higher-ordered thinking was at the level of “most” ( x = 4.68, S.D.= 0.40), 6) the feasibility of e-learning lesson design for developing instructional media and higher-ordered thinking of undergraduate students was at the level of “most” ( x = 4.64, S.D.= 0.53).

Index Terms—E-learning lessons, instructional strategies, higher-ordered thinking.

S. Insaard is with the Department of Educational Technology, Faculty of Education, Ramkamhaeng University, Bangkapi, Thailand (e-mail: dr.sayamon@gmail.com).

[PDF]

Cite: Sayamon Insaard, "A Design of e-Learning Lessons to Enhance Advance Thinking Skill for Undergraduate Students," International Journal of Information and Education Technology vol. 8, no. 1, pp. 1-6, 2018.

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