งานวิจัย : อิศรา ก้านจักร สุมาลี ชัยเจริญ และนิลมณี พิทักษ์. (2547).ผลการจัดสิ่งแวดล้อมทางการเรียนรู้บนเครือข่ายที่พัฒนาตามแนว Constructivism: Open learning Environments (OLEs) สำหรับนักศึกษาระดับบัณฑิตศึกษาสา
The Effect of Web-Based Learning Environments Developed Based on Constructivist: Open learning Environments (OLEs) of The Graduate Students in Educational Technology.
โดย : ศาสตราจารย์ ดร.สุมาลี ชัยเจริญ
 
บทคัดย่อ ภาษาอังกฤษ

   ABSTRACT

This study aimed to examine the learners’ mental models, opinions and learning achievement in 212 700 Educational Technology and instructional development. The purposive group was 15 graduate students in Educational Technology learning from web-based learning environment developed based on Constructivism: Open Learning Environments (OLEs). One Group Pretest-Posttest Design and qualitative approach emphasized on protocol analysis and analytic description and depth-interview were employed in this study. The findings are as follows:
1. It can be clarify that the formation of learners’ mental models, which they constructed while they were learning from the above-mentioned web-based environment. It can be explained according to Merriënboer (1997) which classify them into 2 types, such as declarative and procedural knowledge. It was found that the learners’ mental models on declarative knowledge were complex schemas, which related the principles, theories to the real phenomena. The learners used various approaches in the process of understanding for construction of complex schema. It also found that 3 types of the procedural knowledge were different in constructing their knowledge processes in the process of learning from mentioned web-based learning environment.
2. The scaffolding result revealed that the learners used scaffolding base when they need to find the solution for provided problem base. After they tried to understand the problem in detailed and already got the suggestion from the experts and then they used 4scaffolding bases supporting them until they can solve the problem. Furthermore, it also revealed that each scaffolding bases resulted in create different learners’ mental models for understanding the learning contents as following details: 1) The learners used Conceptual scaffolding when they need to grasp key concepts in order to facilitate them in problem solving. Metacognition scaffolding was used when the learners need to monitor their thinking process as well as evaluate possibility in success in solving the problem (3) Procedural scaffolding was used when the learners want to know how to utilize the facilitators in learning environments. (4) Strategic scaffolding was very important when the learners need the suggestion for analyzing the way that can be solved the problem.
3. The learners’ opinions toward web-based learning environment in all aspects are as follows: (1) characteristics of web-based learning environment, which provide opportunity to search and access to information easily and also support learning. (2) the provided information can be supported concept formation of the learners (3) the web-based learning environment encourage the learners to participate in active learning both mental and physical as well as provide the opportunity for the learners to construct the knowledge by their own.
4. The learning achievement showed higher after the learners learning from web-based learning environment.