Assessment of the effectiveness of internet-based distance learning through the VClass e-Education platform

This study assesses the effectiveness of internet-based distance learning (IBDL) through the VClass live e-education platform. The research examines (1) the effectiveness of IBDL for regular and distance students and (2) the distance students’ experience of VClass in the IBDL course entitled Comput...

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Autor principal:	Chadchadaporn Pukkaew
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2013
Materias:	Distance learning Internet based distance learning Effectiveness of Internet based distance learning VClass e-education platform Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/b09ed3cd9e9c43a0822742ad85e0cf54
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spelling	oai:doaj.org-article:b09ed3cd9e9c43a0822742ad85e0cf542021-12-02T19:25:29ZAssessment of the effectiveness of internet-based distance learning through the VClass e-Education platform10.19173/irrodl.v14i4.14361492-3831https://doaj.org/article/b09ed3cd9e9c43a0822742ad85e0cf542013-09-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1436https://doaj.org/toc/1492-3831 This study assesses the effectiveness of internet-based distance learning (IBDL) through the VClass live e-education platform. The research examines (1) the effectiveness of IBDL for regular and distance students and (2) the distance students’ experience of VClass in the IBDL course entitled Computer Programming 1. The study employed the common definitions of evaluation to attain useful statistical results. The measurement instruments used were test scores and questionnaires. The sample consisted of 59 first-year undergraduate students, most of whom were studying computer information systems at Rajamangala University of Technology Lanna Chiang Mai in Thailand. The results revealed that distance students engaged in learning behavior only occasionally but that the effectiveness of learning was the same for distance and regular students. Moreover, the provided computer-mediated communications (CMC) (e.g., live chat, email, and discussion board) were sparingly used, primarily by male distance students. Distance students, regular students, the instructor, and the tutor agreed to use a social networking site, Facebook, rather than the provided CMC during the course. The evaluation results produce useful information that is applicable for developing and improving IBDL practices. Chadchadaporn PukkaewAthabasca University PressarticleDistance learningInternet based distance learningEffectiveness of Internet based distance learningVClass e-education platformSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 14, Iss 4 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	Distance learning Internet based distance learning Effectiveness of Internet based distance learning VClass e-education platform Special aspects of education LC8-6691
spellingShingle	Distance learning Internet based distance learning Effectiveness of Internet based distance learning VClass e-education platform Special aspects of education LC8-6691 Chadchadaporn Pukkaew Assessment of the effectiveness of internet-based distance learning through the VClass e-Education platform
description	This study assesses the effectiveness of internet-based distance learning (IBDL) through the VClass live e-education platform. The research examines (1) the effectiveness of IBDL for regular and distance students and (2) the distance students’ experience of VClass in the IBDL course entitled Computer Programming 1. The study employed the common definitions of evaluation to attain useful statistical results. The measurement instruments used were test scores and questionnaires. The sample consisted of 59 first-year undergraduate students, most of whom were studying computer information systems at Rajamangala University of Technology Lanna Chiang Mai in Thailand. The results revealed that distance students engaged in learning behavior only occasionally but that the effectiveness of learning was the same for distance and regular students. Moreover, the provided computer-mediated communications (CMC) (e.g., live chat, email, and discussion board) were sparingly used, primarily by male distance students. Distance students, regular students, the instructor, and the tutor agreed to use a social networking site, Facebook, rather than the provided CMC during the course. The evaluation results produce useful information that is applicable for developing and improving IBDL practices.
format	article
author	Chadchadaporn Pukkaew
author_facet	Chadchadaporn Pukkaew
author_sort	Chadchadaporn Pukkaew
title	Assessment of the effectiveness of internet-based distance learning through the VClass e-Education platform
title_short	Assessment of the effectiveness of internet-based distance learning through the VClass e-Education platform
title_full	Assessment of the effectiveness of internet-based distance learning through the VClass e-Education platform
title_fullStr	Assessment of the effectiveness of internet-based distance learning through the VClass e-Education platform
title_full_unstemmed	Assessment of the effectiveness of internet-based distance learning through the VClass e-Education platform
title_sort	assessment of the effectiveness of internet-based distance learning through the vclass e-education platform
publisher	Athabasca University Press
publishDate	2013
url	https://doaj.org/article/b09ed3cd9e9c43a0822742ad85e0cf54
work_keys_str_mv	AT chadchadapornpukkaew assessmentoftheeffectivenessofinternetbaseddistancelearningthroughthevclasseeducationplatform
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Assessment of the effectiveness of internet-based distance learning through the VClass e-Education platform

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