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dc.contributor.authorAndrosoff, Andrei
dc.contributor.authorSatha Phongsatha
dc.date.accessioned2019-10-16T09:07:38Z
dc.date.available2019-10-16T09:07:38Z
dc.date.issued2019
dc.identifier.citationAssumption University-eJournal of Interdisciplinary Research (AU-eJIR): Vol. 4. Issue.2 (2019), 102-111en_US
dc.identifier.urihttp://repository.au.edu/handle/6623004553/22558
dc.description.abstractBlended learning (BL) is a major educational trend that uses technology to enhance and complement traditional classroom learning, and may help Thailand achieve educational goals of the “Thailand 3.0” policy. Foreign teachers at Assumption College English Program (ACEP), a private K-12 school near Bangkok, have adopted Schoology Basic, a free learning management system (LMS) to support teaching and learning for all of their courses. This qualitative study used questionnaires and interviews to gather data on the usage, satisfaction and preferences of students and teachers regarding the LMS, and examine how it fits into BL at the school. Descriptive statistics and thematic analysis were conducted. The study found high satisfaction overall, with higher satisfaction and usage in teachers, but more variation in usage patterns for students. Students and teachers alike prized features relating to submitting work, grade calculation and staying organized, while communication features were largely unused. Both groups had come to value the LMS highly and wished strongly to continue using it, despite various technical annoyances. Regarding improvements, students wished for a chat feature and improved mobile app quality; teachers would like usability and efficiency improvements in the web app. LMS adoption is highly recommended for similar schools.en_US
dc.format.extent10 pagesen_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoengen_US
dc.rightsThis work is protected by copyright. Reproduction or distribution of the work in any format is prohibited without written permission of the copyright owner.en_US
dc.subjectBlended learningen_US
dc.subjectLearning Management System (LMS)en_US
dc.subjectSchoologyen_US
dc.subjectThailanden_US
dc.subject.otherAU-eJournal of Interdisciplinary Research (AU-eJIR)en_US
dc.subject.otherAU-eJournal of Interdisciplinary Research (AU-eJIR) -- 2019en_US
dc.titleA case study of the schoology LMS at Assumption College English Programen_US
dc.typeTexten_US
dc.rights.holderAssumption Universityen_US
mods.genreJournal Articleen_US
au.link.externalLink[Full Text] (http://www.assumptionjournal.au.edu/index.php/eJIR/article/view/4065/2392)


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