Browsing AU eJIR : Vol. 2, Issue 2 (July-December 2017) by Author "Athipat Cleesuntorn"
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ItemELEARNING TEACHERS’ AND STUDENTS’ PERCEPTION TOWARD LIVE-VIDEO CONFERENCE IN AN ELEARNING ENVIRONMENTIn an online learning environment, the majority of teaching and learning are conducted asynchronous communication methods. The tools such as the learning management system, web forum, social media, e-mail, and others are example of such tools. In order to ensure that students can access to the instructors as well as classmates as in traditional learning method, a synchronous communication means should be included as part of teaching and learning. In modern digital technology, examples of services and softwares that allow people to communicate synchronously are FaceTime, Skype, LINE, Google Hangout, and others. Not only that people can communicate via voice but they can also see each other as well. Thus, the utilization of video conference software can be a part of teaching and learning in online education. In Thailand, the online education degrees is in developing stages and the utilization of the live video conference along with the standard communication mode is getting more well utilized. Thus, it is necessary to investigate the behavior of past usages and the way that the live video conference mode is utilized into the online learning in Thailand. This research aims to investigate the nature of usages of the Live Video conference features in order to provide a bigger picture of how the system is being utilized by the students and the teachers so that the method of usages can be further study to ensure the effectiveness of the usages as well as implementation of the system in an online learning environment.
ItemInvestigating virtual instructor roles and online teaching experience: a program level case studyDelivery of distance education via internet based technology to make learning interactive and collaborative has become increasingly accepted in education nationwide and worldwide. New technologies provide the opportunity and challenge teachers to perform virtual instructor roles. This research study reflected on the virtual instructor roles and online teaching experiences towards eLearning delivery mode. The objective of the study was to explore the virtual instructor roles and online teaching experiences at program level at Graduate School of eLearning, Assumption University of Thailand. The virtual instructor roles included three dimensions: pedagogical dimension, managerial dimension, and technological dimension. A qualitative case study method was used in this study which included the instructors’ positive impression towards on line teaching experiences. The respondents for the study were 15 faculties members from five online graduate programs at Graduate School of eLearning, Assumption University of Thailand. The structured questionnaire was used to obtain the qualitative data. The content analysis was used to analyze the qualitative data. Findings revealed that there were some similarities and differences on reflections, impressions, and online teaching experiences among the faculty members.