Development of Student s Research Skills Using Social Networks and Ubiquitous Learning in Flipped Classroom Pathapong Pongpatrakant Loei Rajabhat University, Thailand pathapong@lru.ac.th, www.lru.ac.th Abstract - The purposes of this research were 1) to evaluate quality of the Research course for research based learning using social networks and ubiquitous learning in the flipped classroom, ) 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 groups including: 40 students as the experimental group, and 40 students as the control group. Percentage, arithmetic mean, standard deviation, t-test, E 1 /E, 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, ) 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 7.96/76.35. The result of students' satisfaction was 4.51, which was at the highest level. It could be concluded that the 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, 58.1
Development of Student s Research Skills Using Social Networks and Ubiquitous Learning in Flipped Classroom 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 1 st 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 interactive, 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. Inclass 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 []. 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.. 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' satisfaction the 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 Education, 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 015 in Loei Rajabhat University. 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 groups including: 40 students as the experimental group, and 40 students as the control group. This treatment planning shown in Fig. 1 [3]. 58.
Pathapong Pongpatrakant E (R) O 1 X O C (R) O 1 - O Fig 1. Treatment Planning X = Social Networks and Ubiquitous Learning in Flipped Classroom, R = Random assignment, E = Experimental group, C = Control group, O 1 = Pretest, O = 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]. 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 activity 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. Bloom's Taxonomy Staircase (Source:http://www.learningsolutionsmag.com/articles/110 5/elearning-guild-research-reconsidering-bloomstaxonomy-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 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 Fig 3. Conceptual Framework 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 Achievement Students satisfaction Learning Activities in Social Networks and Ubiquitous Learning in Flipped Classroom 58.3
Development of Student s Research Skills Using Social Networks and Ubiquitous Learning in Flipped Classroom 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 - 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 Education at Loei Rajabhat University, assigned into 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 58.4
Pathapong Pongpatrakant Fig 7. Data Storage on Google Drive Fig 10. Online Evaluation Scoreboard VI. RESEARCH FINDINGS A. The results of experts evaluation of the 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 Fig 8. Online Testing Using Ubiquitous Learning 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 Clarity of each phase of the model Attractiveness of the overall layout or design 4.40.55 High 4.60.55 High 4.40.55 High Ease of Implementation 4.0.45 High Overall Weighted Mean 4.43.53 High Fig 9. Collaborative Learning on Google Drive 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. 58.5
Development of Student s Research Skills Using Social Networks and Ubiquitous Learning in Flipped Classroom TABLE II SUMMARY OF EXPERTS CONTENTS Chapters Mean S.D. Suitability Introduction to Research and Questionnaire Data Preparation and Descriptive Statistics Programming Application for Statistics and Research 4.60.55 Highest 4.40.55 High 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 4.0.45 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 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 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, ) 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. 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). 58.6
Pathapong Pongpatrakant TABLE V EVALUATION OF RESEARCH SKILLS USING SOCIAL NETWORKS AND UBIQUITOUS LEARNING IN FLIPPED CLASSROOM Research Skills Embark and Clarify Find and Generate Evaluate and Reflect Organize and Manage Analyze and Synthesize Communicate and Apply Total Control group (CG) form Post ative (50) (30) 1.9 6 0.4 1 1.6 3.5 8 1.5 5. 1 1.8 9 38.9 33.6 9 35.4 5 41.0 9 41.4 3 38.4 6 38.1 7 Experiment group (EG) form Post ative (50) (30) 5.4 3 4.3 7 6.5 4.3 1 5.6 4 7.4 5.6 44.3 4.5 8 45.6 4 43.3 44.5 7 43.6 5 44.0 1 CG E 1/E [8] 73.0/ 77.84 68.03/ 67.38 7.07/ 70.90 78.60/ 8.18 71.83/ 8.86 74.03/ 76.9 7.96/ 76.35 EG 84.77/ 88.64 81.3/ 85.16 88.40/ 91.8 81.03/ 86.64 85.47/ 89.14 91.40/ 87.30 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 7.96/76.35 given 70/70 benchmark. TABLE VI COMPARISON OF PRETEST AND POSTTEST SCORES BETWEEN GROUP Test type CG Mean EG t-test value p-value Pretest 17.09 17.11.05.960 Posttest 38.17 44.01 4.56.006 * 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 affections, theme-based activities, and instructional strategies. 58.7
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