Available online at www.sciencedirect.com
ScienceDirect Procedia - Social and Behavioral Sciences 174 (2015) 2102 – 2107
INTE 2014
Development of a challenge based learning model via cloud technology and social media for enhancing information management skills Sathaporn Yoosomboona *, Panita Wannapiroonb a
Business Computer Division, Faculty of Business Administration, King Mongkut's University of Technology North Bangkok Rayong Campus, Rayong, 21120, Thailand. b Information and Communication Technology for Education Division, Faculty of Technical Education, King Mongkutt’s University of Technology North Bangkok, Bangkok, 10800, Thailand.
Abstract This research was conducted for research and development purposes. The aims of this study were to: 1) design a challenge based learning model via cloud technology and social media for enhancing information management skills. Students can then use this technology as a tool for learning, and 2) to evaluate the use of the challenge based learning model via cloud technology and social media for enhancing information management skills. The research methods are divided into two phases. The first phase involves the design of the model and the second phase involves model evaluation. The sample group in this research consisted of nine experts in the field of design challenge based learning, cloud technology, social media and information management skills. These experts were selected by purposive sampling. Data has been analyzed using arithmetic mean and standard deviation. The research findings are organized as follows: 1) studying the contents, 2) arranging the challenge based learning process and 3) summarizing the results. The process of developing the challenge based learning model consisted of the following five stages: 1) the big idea, 2) the essential question, 3) the challenge: guiding question, guiding activity, 4) the solution section and 5) the assessment: publishing the student sample and reflection. The objective of the model is to help develop information management skills. The experts agree that a learning activity was appropriate for this activity. © 2015 byby Elsevier Ltd.Ltd. This is an open access article under the CC BY-NC-ND license © 2014 The TheAuthors. Authors.Published Published Elsevier (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of the Sakarya University. Peer-review under responsibility of the Sakarya University
Keywords: Challenge Based Learning, Social Media Cloud Technology, Information Management Skills
* Corresponding author. Sathaporn Yoosomboon. Tel.: +66-90-969-8688 E-mail address:
[email protected]
1877-0428 © 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of the Sakarya University doi:10.1016/j.sbspro.2015.02.008
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1. Introduction For decades, rapid developments in information and communication technologies meant that organizations were required to continually adapt themselves to these changes. This scenario was especially true for educational organizations, which were required to adjust their technologies in order to improve their ability to organize learning systems and update teaching models to meet policy standards (Elena &.Wilson,2005) For example, the National Policy Framework (B.E. 2554-2563 (ICT 2020) has created a technological strategic plan in order to inform the development of e-Education. Challenge based learning is a learning and teaching model that aims to help students to find ways to present or solve problems. This model can also be used via websites and mobile phones. The aim of the device is to support students to share knowledge and search for information, as well as to encourage students to study in their given field of interest (Apple, 2010). One interesting aspect of the challenge based learning model is cloud computing. This allows the user to access a fast internet connection without a requirement for hardware and an operating system (Bhaskar et al.,2009), (Mariana & Merwe, 2011) In addition, cloud computing can also be thought of as a device to support learning and teaching models that are relevant for the 21st century and challenge based learning. Nowadays, social networking is very popular because it can reach many groups of people in a variety of different contexts. Social networking is defined as the interaction between people, with a purpose of sharing or exchanging information and opinions (Toni et al.,2008). Furthermore, social networks are also used to support teaching, learning, communication, information storage and information co-using. Using social networks in this way is likely to become increasingly popular in future. Hence, in order to manage learning systems in the 21 st century, people need to begin to educate themselves on information management skills such as producing, collecting, evaluating, searching, and presenting data by creating information systems, and on how to spread information effectively, both in and outside of organizations. There are currently a wide range of information and communication technologies, policies and strategies available to manage information, including information searching tools, source evaluation and library skills (Bhaskar et al.,2009), (Myburgh, 2000), (Middleton,2002). The current study will explore how researchers have developed a challenge based learning model via cloud technology and social media for enhancing information management skills, and how this can be seen as a good example of a successful learning and teaching tool. 2. Purpose of the study 2.1 To design a challenge based learning model via cloud technology and social media for enhancing information management skills. 2.2 To evaluate the challenge based learning model via cloud technology and social media for enhancing information management skills 3. Conceptual Framework The conceptual framework of this study integrates a learning design using the ADDIE Model with the challenge based learning model, cloud technology and social media, as shown in Figure 1.
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Figure 1: Conceptual Framework
4. Scope of the study 4.1 Population: The study population included nine experts in challenge based learning, cloud technology, social media and information management skills. 4.2. Samples: Experts were chosen using purposive sampling of individuals with more than 5-year experience in relevant fields. 4.3. Study Variables: 4.3.1 The independent variable was the challenge based learning model via cloud technology and social media for enhancing information management skills. 4.3.2 The dependent variable was the evaluation of the model’s appropriateness. 5. Research Methodology 5.1 The first phase The first phase involved developing the challenge based learning model via cloud technology and social media for enhancing information management skills: 5.1.1 The development of the model of challenge based learning via cloud technology social media for to enhancing information management skills used data collected from studies and analyses of relevant documents and other research 5.1.2 To present the challenge based learning model to an advisor for consideration and revision to present the challenge based learning model to the experts for consideration by means of in-depth interviews. To create the tools for evaluating the suitability of the model of challenge based learning. 5.2 The second phase
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The second phase of the project was an evaluation of the challenge based learning model via cloud technology and social media for enhancing information management skills. The method was as follows: 5.2.1 To present the developed activity to the nine experts from the fields of challenge based learning model via cloud technology and social media for enhancing information management skills for a suitability evaluation. 5.2.2 To improve this model according to the suggestions of the experts. 5.2.3 To present this model in the form of a diagram within this report. 5.2.4 To analyze the results of evaluation of the model using mean ( X ) and standard deviation (S.D.) values from ratings on five evaluation criteria, measured using Likert scales. Response options included; very good, good, moderate, bad and very bad. 6. Result The result of this research is divided into 2 phase: 6.1 The first phase The challenge based learning model via cloud technology and social media for enhancing information management skills is illustrated in Fig. 2.
Fig. 2. The model of a Challenge Based Learning Model via Cloud Technology and Social Media for Enhancing Information Management Skills.
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There are four main components to the challenge based learning model via cloud technology and social media, as follows: 1) The principles of the instruction model is a challenge based learning model via cloud technology and social media, and information management skills. 2) The objective of the instruction model is to develop information management skills. 3) The instruction process uses challenge based learning via cloud technology and social media in order to develop information management skills. This consists of a preparation before the learning component and operational instruction. 4) The assessment will involve examination of data collected on information management skills. This will consist of three components as follows: information searching, library skills and evaluating the source. The challenge based learning model via cloud technology and social media for enhancing information management skills is divided into two stages: Part one involves the preparation process before actual instruction. This involves learners using challenge based learning activities via cloud technology and social media. Part two incorporates the challenge based learning instruction operation process via cloud technology and social media. This consists of five stages: 1) the big idea, 2) the essential question, 3) the challenge, 4) the solution action, and 5) the assessment. 6.2 The second phase The results of the evaluation of the appropriateness of the challenge based learning model via cloud technology and social media for enhancing information management skills by nine professionals are presented in table 1. Table 1: Suitability Evaluation of the Developed Instruction Model Area Appraised 1. Components of the model are appropriate for information management skills development. 2. The model’s activities and process are appropriate for information management skills development. 3. The model’s activities and process are appropriate through cloud technology social media. 4. The challenge based learning model via cloud technology and social media for enhancing information management skills is appropriate for real-life utilization. Summary
X
S.D.
4.58
0.09
Suitability Quality Very Good
4.61
0.08
Very Good
4.49
0.06
Good
4.56
0.08
Very Good
4.56
0.01
Very Good
This table shows that the nine experts agree that the appropriateness of the learning activities were very good (mean= 4.56, S.D. = 0.01). The elements in the list rated the highest are “the collaborative learning model using case-based learning via cloud technology and social media is appropriate for real-life utilization” (mean= 4.60, S.D. = 0.55), “components of the model are appropriate for ICT Literacy development” (mean = 4.40, S.D. = 0.55), “components of the model are appropriate for problem-solving skills development” (mean = 4.00, S.D. = 0.00), and “the model’s activities and process are appropriate for problem-solving skills development” (mean = 4.00, S.D. = 0.71). 7. Discussion The results of the evaluation of a challenge based learning model via cloud technology and social media for enhancing information management skills is relevant to the research written by Siti Mariam Tajuddin and Azrol Jailani which states that challenge based learning is beneficial and effective for intelligent learning. Other research written by Utpal Jyoti Bora and Majidul Ahmed, 2013 states that when challenge based learning is applied to instruction processes, it can help learners to learn more effectively. The results of this study are also relevant to
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research written by the Department for Education and Skills (Department for Education and Skills, 2003) which states that information management skills can help learners to learn successfully.. 8. Recommendations Educational institutions that wish to apply these learning models should be well prepared in terms of their infrastructure needs and network systems in order to successfully connect users of cloud technology and online social media to the internet.
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