การพัฒนาระบบการเรียนการสอนทางไกลในสถาบันอุดมศึกษา / สุภาณี เส็งศรี = The development of a distance instructional system in higher education institutions / Supanee Sengsri
The specific purposes of this research were (1) to study current status of distance instruction เท higher education Institutions, (2) to study distance instructional components เท higher education institutions, (3) to develop and try out a distance instructional system, and (4) to propose a distance instructional system in higher education institutions. The sample comprised of 62 administrators of higher education institutions, 27 specialists and instructors in distance instruction, and 34 first year distant students of Naresuan University (Phayao Campus). The research finding were as follows: 1. Data upon observation, investigation and interview indicated that twelve higher education institutions (enrolled students) have been offered distance instruction, six institutions in Social sciences and six institutions in Sciences; main instructional technology for distance instructional delivery included printed materials, video conference systems and internet; current problems mostly found were personnel and students involved in distance instruction were unfamiliar with a system and both students and instructors behaved in the same way as traditional classroom instruction. 2. The eight main components of a distance instructional system are : (1) curriculum (2) management system (3) student (4) instructor (5) activity (6) environment (7) instructional technology and (8) supporting factors. 3. The try out of a distance instructional system revealed that subjects, post-test scores were significantly higher than pretest scores at the .01 level. The subjects indicated that lesson plan, instructional materials and conceptual frameworks provided a goal-oriented study and self-study method. The instructors were satisfied with participatory activities and interactions between student-student and instructor-student. 4. The distance instructional systems consisted of one main system and three subsystems. The main system named the distance instructional system in higher education institutions “ MN PLAN 2001", with eight components (1) curriculum (2) management system (3) student (4) instructor (5) activity (6) environment (7) instructional technology and (8) supporting factors; with eight steps : (1) identification of philosophy, vision, mission, policy and goal (2) analysis of subject content (3) planning (4) preparation (5) media package production (6) delivery (7) evaluation and (8) quality assurance. Three subsystems are: an instructional system, a learning system and an activity system. An instructional system consisted of eleven steps : (1) collect registered enrollment (2) send self-introduction material (3) receive returned self-introduction material (4) set up meeting (5) provide course orientation (6) send conceptual frameworks (7) attend class according to schedule (8) examine assignment (9) provide feedback (10) record assignments and (11) test and grading. A learning system consisted of eleven steps : (1) register (2) receive self-introduction material (3) fill and send self-introduction material (4) attend orientation (5) receive conceptual frameworks (6) study conceptual frameworks (7) attend class according to schedule (8) send assignments (9) receive feedback (10) record assignments in portfolio and (11) test and receive grade. An activity system consisted of nine steps : (1) present caption (2) make a relation between students, instructors and assistants (3) commit learning rules (4) provide pretest (5) implement activities (6) provide post-test (7) examine post-test (8) compare pretest and post-test scores and (9) ask questions.
