Paper presented at AROOC 2012 on Jan, 21, 2013 titled Thailand Cyber University and the Best Practice for Open Online Courseware’s Services By upannee Sombuntham & Jintavee Khlaisang

1. Thailand Cyber University and the
Best Practice for Open Online
Courseware’s Services
Supannee Sombuntham1 & Jintavee Khlaisang, Ed.D. 2
1Assistant Professor and Advisor to the TCU Project
Thailand Cyber University Project, Bangkok, Thailand, ssupanne@gmail.com
2Assistant
Professor, Department of Educational Technology and Communications,
Chulalongkorn University, Bangkok, Thailand, jintavee.m@chula.ac.th

2. Thailand Cyber University and the
Best Practice for Open Online
Courseware’s Services
• TCU OOC: Introduction
• TCU OOC: The Overview
• TCU OOC: User Analysis
• TCU OOC: Summary

3. INTRODUCTION
TCU initiated project in related to This paper aims at presenting:
the enhancement of OOC can be 1. the overview of OOC
addressed as follows: 2. the user analysis in accordance
with the users’ satisfaction
• TCU as a supporter for the collected from 2011 to 2012
production of the sharable Open 3. the summary of OOC based upon
Online Courseware (OOC) the mentioned analysis as for the
disseminating via UniNet. challenge and which should not be
overlooked.
• The sharable Open Online
Courseware (OOC) which currently
contain upto700 courses with more
than 50,000 users have enrolled in
one or more courses, and more
than 600,000 users have visited the
website since the starting of the
project in 2005 (Thammetar, 2012)

4. TCU OOC : THE OVERVIEW
Figure 2: Screenshot of TCU OOC
(Example of user’ page after log in)
Figure 1: Screenshot of TCU OOC
(http://www.thaicyberu.go.th) Figure 3: Screenshot of TCU OOC
(Example of the course after log in)

5. Self-paced Learning Courses
as Classify by Organizations
Total of Self-Paced Learning Courses
Organizations No. of Courses %
Kasetsart University 126 20.93
Suan Dusit Rajabhat University 110 18.27
Chulalongkorn University 68 11.30
Naresuan University 57 9.47
Group of Universities supported by OHEC 49 8.14
King Mongkut’s Institute of Technology Ladkrabang 39 6.48
The University of the Thai Chamber of Commerce 25 4.15
Silpakorn University 12 1.99
The Stock Exchange of Thailand 12 1.99
Thailand Cyber University 11 1.83
Microsoft (Thailand) Limited 11 1.83
Mahasarakham University 10 1.66
Table 1: Total of Self-paced Learning Courses Classify by Organizations
(the top 10 organizations developing the highest numbers of OOC)

6. Total Times and Number of Sessions
Accessing Course During Year 2012
Total Time and No. of Sessions Accessing Courses (Top 10) Year 2012
Total time
No of sessions Average time Course name organization
(minutes)
215,463 46,929 4.59 Tell Me More Thailand Cyber University
119,884 38,436 3.12 Learning Innovation Thepsatri Rajabhat University
95,757 3,098 30.91 Chemistry Prince of Songkla University
91,178 9,058 10.07 Java Programming Chulalongkorn University
Curriculum
70,893 39,712 1.79 Thepsatri Rajabhat University
Development
50,535 12,649 4.00 Computer in Business Chulalongkorn University
Educational Suan Dusit Rajabhat University
49,470 11,229 4.41
Technology
Facebook for
43,230 9,661 4.47 Thailand Cyber University
instruction
42,749 7,786 5.49 Methods of Teaching Suan Dusit Rajabhat University
Learning
42,729 17,161 2.49 Thepsatri Rajabhat University
Management
Table 2: Total Times and Number of Sessions Accessing
Course During Year 2012 (The top 10 courses)

7. TCU OOC: USER ANALYSIS
Number of Self-Paced Course
Registrations Classified by
Users’ Age Group
Age Group Total %
0-19 19,535 7.32
20-26 89,229 33.42
27-39 103,044 38.60
40-46 23,113 8.66
47-57 20.910 7.83
>= 58 11,156 4.18
Grand Total 266,987
Number of Self-Paced Course Registrations
Classified by Users’ Age Group

8. TCU OOC: USER ANALYSIS
Number of Self-Paced Course Registrations
Classified by Users’ Occupation
Occupation Total %
Student 98,870 37.03
Government
56.164 21.04
Officer/Staff
Employee 30,808 11.54
Self-Employ 8,852 3.32
Unemployed 5,956 2.23
State Enterprise
5,008 1.88
Employee
N/A 61,329 22.97
Grand Total 266,987
Number of Self-Paced Course Registrations
Classified by Users’ Occupation

9. TCU OOC: USER ANALYSIS
Number of Self-Paced Course
Registrations Classified by
Users’ Education Level
Education Level Total %
Bachelor’s Degree 87,400 32.74
Secondary Level 30,692 11.50
Master’s Degree 23,895 8.95
Diploma 8,072 3.02
Vocational 6,861 2.57
Primary Level 5,795 2.17
Graduate Diploma 2,146 0.80
Doctoral Degree 1,731 0.65
Higher Graduate
1,397 0.52
Diploma
N/A 98,998 37.08
Grand Total 266,987
Number of Self-Paced Course Registrations
Classified by Users’ Education Level

10. TCU OOC: USER ANALYSIS
Number of Self-Paced Course Registrations
Classified by Users’ Access Time
Access Time Total %
Accessed less than 1 minute 1,230 1.99
Accessed more than 1 minute but
34,241 55.38
less than 1 hour
Accessed more than 1 hour but
21,064 34,07
less than 10 hours
Accessed more than 10 hours 5,296 8.57
Grand Total 61,831
Number of Self-Paced Course Registrations
Classified by Users’ Access Time

11. TCU OOC: SUMMARY
• English, teaching & learning, and science For further design & development
& technology are the top 3 popular the content for each course, the
subjects. three mentioned subject areas may
• The average time access was 7 minutes be set as priority.
per session.
• The portion of the content in
• Majority of the users were 27-39 & 20-26
each course should be contained
years old.
no longer than 30-60 minutes for
• Most of the users were students and learning.
government officers. • It should also be considered to
• Most of the users have earned bachelor’s divide it into as many sub-
degree. sessions as possible. For each
• More than half of the users accessed session, it should contain the
more than 1 minute but less than 1 hour. content that may take 5-7
minutes for learning.

12. TCU OOC: SUMMARY
Summary & Discussion : • Concerning the content quality, it was found
that the OOC has presented fact with no bias,
• Findings were consistent with the along with the recognition of resource used in
research findings by Khlaisang ( & the content.
) mentioned that in order to gain
learners’ attractiveness & instructional • for the interface design and usability
effectiveness, content should be testing of OOC, it was also in line with the
concise, updated, and chunked research findings where the navigation, the
accessibility, and the design quality are
materials to help organize contents in appropriate & consistency.
appropriate categories.
• In terms of the content reliability, • As for the challenge of OOC to enter
the OOC has addressed name and ASEAN learning community in 2015, the
affiliation of the owners of the modification of some courseware existing in
OOC that applicable for ASEAN context
contents which are vital and would be should be considered. Some revision, such as,
benefit of others for further references. adding English caption, or providing dual
languages may be taken into consideration.

13. REFERENCES
• Khlaisang, J. (2012). Analysis of the Cultural Factors Affecting the Proper Design of Website and Electronic
Courseware for e-Learning in ASEAN. Proceedings of The 26th Annual Conference of Asian Association of
Open Universities (AAOU2012), organized by the Open University of Japan and Association of Open
Universities, Chiba, Japan, October 6-18,
• Khlaisang, J. (2012). Proper Design of Website and Electronic Courseware for e-Learning in ASEAN: Cultural
framework for Consideration. Proceedings of The National e-Learning Conference (NEC 2012) Integrating
ASEAN Online Learning: Policy and Process, organized by Thailand Cyber University, Office of Higher
Education Commission, August 16-18, 2012.
• Khlaisang, J. (2011). E-Learning Website and Courseware: Current State and Future Trends. Proceedings of
The National e-Learning Conference Open Learning - Open the World (NEC 2011), organized by Thailand
Cyber University, Office of Higher Education Commission, August 9-10, 2011: pp. 49-58.
• Khlaisang, J. (2010). Proposed Models Appropriate Website and Courseware for E-Learning in Higher
Education: Research Based Design Models. Proceedings of the E-Learning 2010: World Conference on
E-Learning in Corporate, Government, Healthcare, & Higher Education, organized by the Association for the
Advancement of Computing in Education, Orlando, Florida, U.S.A. October 18-22, 2010. Pp. 1520-1529.
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Chesapeake, VA: AACE

14. Thailand Cyber University and the
Best Practice for Open Online
Courseware’s Services
Supannee Sombuntham1 & Jintavee Khlaisang, Ed.D. 2
1Assistant Professor and Advisor to the TCU Project
Thailand Cyber University Project, Bangkok, Thailand, ssupanne@gmail.com
2Assistant
Professor, Department of Educational Technology and Communications,
Chulalongkorn University, Bangkok, Thailand, jintavee.m@chula.ac.th