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throughout their life. The reform emphasized on student-based learning using technology to support suitable learning
process to students. Also, it focused on enabling students to gain knowledge by themselves continuously throughout
their life using technology (The Office of the National Education, 1999). Accordingly, the Office of Higher
Education set out Thailand Qualifications Framework for Higher Education to support such National Education Act.
The Framework defines three qualifications for higher education.
An important qualification was to support students to have knowledge and specialize in their discipline, create
and apply knowledge to develop them, and work to develop country for a global competitiveness. The qualification
was also relevant to the standard in creating and developing knowledge-based society. Therefore, higher educational
institutes have to change teaching methods to respond to the above mentioned qualification (Ministry of Education,
2009; Office of Higher Education Commission, 2009).
The Thai Qualifications Framework for Higher Education (TQF: HEd) focused on enhancing learner’s cognitive
skills. According to the academic disciplines (Bureau of Higher Education Standards and Evaluation, 2004), Health
Sciences discipline consists of Medical Sciences, Dentistry, Medical Technology, Pharmacy, Allied Health Sciences,
Nursing, Public Health sciences, Sport sciences, Physical education, Health education. Science and Technology
Science discipline consists of Physical and Biological and sciences, Engineering, and Architecture. Social sciences
and Humanities discipline composes of Business Administration, Finance, Accounting, Management, Tourism,
Economics, Education, Arts, and Find Arts. According to the TQF: HEd, cognitive skills for learners in Health
Sciences include problem solving, systematic thinking, analytical thinking, and scientific process. Cognitive skills
for learners in Science Technology include problem solving, analytical thinking, creative thinking, and critical
thinking. Cognitive skills for learners in Humanities and Social Sciences include problem solving, analytical
thinking, creative thinking, and applicative thinking (Bureau of Higher Education Standards and Evaluation, 2009)
It can be seen that e-Learning can respond to the TQF: HEd. E-learning can be divided into two systems
according to the context of education: (1) e-Learning system in Blended Learning Environment (BLE) that combines
the benefit of classroom and online learning, and (2) e-Learning in Virtual Learning Environment (VLE) that focuses
on self-paced learning. Both systems of e-Learning can be appropriately applied to the context of higher education.
E-Learning system in BLE combines the benefit of classroom and online learning in content delivery, activities, and
measurement and evaluation. BLE has become widespread in higher education because of its flexibility for
instructors to integrate educational technology in teaching. Also, instructors can offer more effective teaching by
implementing student-centered method. Students can access and study contents anywhere and anytime. They can
also participate and exchange ideas in classroom and learning social media. Therefore, instructors can improve
learner’s cognitive skills and necessary learning attitudes in the classroom period.
There are six important elements for the designing of this teaching method: electronic contents, learning
management system, communication, evaluation, instructor’s role, learner’s role, supporter’s role, and teaching
method. The ratio of the teaching method is online teaching at 30-79% and classroom teaching 21-70%(Jintavee
Khlaisang, 2010; Bonk & Graham, 2006; Waterhouse, 2005; Wilson & Smilanich, 2005; Sloan Consortium
Foundation, 2005). E-Learning in VLE is learning via website focusing on activities that allow students to
participate in like a real classroom to enhance learner’s capacities. Students can study anywhere and anytime,
promoting ‘self-paced learning’ which is the goal of education – to develop learners for lifelong learning. E-learning
in VLE not only develops cognitive skills for learners, but also encourages learners for self-learning and self-direct.
At present, global education focuses on world class standard program, emphasizing on digital literacy from primary
school to secondary school (Upper Secondary Education Bureau, Ministry of Education, 2010). Therefore, higher
education should support the learning continuously because learners in higher education is a new generation who
will bring country to the development and will be developed to be a professional. Therefore, instructors in higher
education should have an insightful knowledge, deep understanding, broad digital literacy, and skillful online
learning management to accommodate the advancement and the preparation for learners in 21stcentury (Noawanit,
2011; Agudo-Peregrina, Á.F.and et.al, 2014 , Kalay,2004; Hodhod and et.al, 2010).
According to the above issues, the researcher concluded that higher education students were an important target
group that should be developed cognitive skills to respond to education reform, self-paced learning, lifelong learning
that emphasized on preparing learners for technology, and the TQF: HEd. on cognitive skills development.
Knowledge gained from this research will contribute to the advancement of academic discipline on technology and
communication studies by developing e-Learning system to enhance the cognitive skills of higher education learners.
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The research will be used as an example for the integration of education technology and education science because
there has not been any e-Learning system to enhance cognitive skills for higher education yet. Therefore, it is needed
to develop e-Learning system to enhance cognitive skills for higher education which will be applied in higher
education.
2. Objective
To develop e-Learning system to enhance cognitive skills for learners in higher education.
3. Research Question
What and how are the input, process, output, and feedback of e-Learning system to enhance cognitive skills for
learners in higher education.
4. Hypothesis
1. After students in higher education study in e-Learning system in Blended Learning Environment, they will
have cognitive skills significantly higher comparing to that before studying.
2. After students in higher education study in e-Learning system in Virtual Learning Environment, they will have
cognitive skills significantly higher comparing to that before studying.
5. Research Method
Phase 1: Study of the input which is the process of e-Learning system to enhance cognitive skills for
learners in higher education.
The study was conducted by collecting opinions of 400 higher education instructors out of 153,499 of
under the Office of Higher Education Commission (Bureau of General Administration, Office of Higher Education
Commission, 2010). The formula of Taro Yamane to calculate the sample size (n) with an acceptable random
sampling error is ± 5% (Yamane, 1973) was used to study the input which is the process of teaching and learning
using e-Learning system to enhance cognitive skills for learners in higher education to get a beta system.
Phase 2: Develop e-Learning system to enhance cognitive skills for learners in higher education
2.1 A beta e-Learning system to enhance cognitive skills for learners in higher education was reviewed by
seven experts in enhancing cognitive skills in TQF: HEd of learners. The experts examined the input, process,
output, and feedback of meaning transferring, content covering, and the appropriateness of using the system. Also,
comments were made about e-Learning system to enhance cognitive skills for learners before testing.
2.2 Designing e-Learning system to enhance cognitive skills. This phase is divided into two sub projects: 1)
e-Learning system in Blended Learning Environment, and 2) e-Learning system in Virtual Learning Environment
and were monitored by ten experts.
Phase 3: Examine the result of using e-Learning system to enhance cognitive skills for learners in
higher education.
E-Learning was tested in students in higher education as follows: e-Learning system in Blended Learning
Environment (BLE) was tested by 120 students in Health Science, Science and Technology, and in Social Sciences
and Humanities disciplines in one semester of the academic year 2012. Meanwhile, E-Learning system in Virtual
Learning Environment (VLE) was tested by 120 students in Health Science, Science and Technology, and in Social
Sciences and Humanities disciplines in one semester of academic year 2012. The subjects used in the research were
selected by purposive sampling method with the required qualifications.
Research result was found that both analyzing of mean ( ), standard deviation (SD), and comparing result
of the average scores of cognitive skills pre-test and post-test of 120 students that studied with the BLE and 120
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students that studied with the VLE had the average scores of the cognitive skills post-test in these two groups were
statistical significantly higher than the average pre-test scores at .05.
Phase 4: Propose e-Learning system to enhance cognitive skills for learners in higher education
After collecting experimental results and comments from the subjects, the researcher improved the system.
The system was approved by 15 experts in the field before achieving the final e-Learning system to enhance
cognitive skills for learners in higher education.
Fig. 1 e-Learning System to Enhance Cognitive Skills for Learners in Higher Education
Research result can answer research questions as follows:
E-Learning system to enhance cognitive skills for learners in higher education is a research to create e-
Learning system. The system includes: (1) Input which consists of elements including learner’s role, instructor’s
role, learning environment, learning resources, and motivations, (2) Process which is the process of instruction
including analytical thinking process, creative thinking process, scientific thinking process, systematic thinking
process, and applicative thinking (this process will take the result of e-Learning system in BLE and e-Learning in
VLE of sub projects to analyze and develop the proper e-Learning system), (3) Result which is cognitive skills, and
(4) Feedback which is the evaluation of the system.
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1. Input includes the principle of e-Learning system to enhance cognitive skills for learners in higher
education. This research divided teaching and learning process into two systems: e-Learning system in BLE and e-
Learning in VLE. Elements and tools in such teaching and learning process to enhance cognitive skills for learners
in higher education include the followings:
1.1 Elements in teaching and learning process to enhance cognitive skills for learners in
higher education include the followings;
1.1.1 Learner’s role: learner will individually pursue for knowledge and learning their own
pace.
1.1.2 Instructor’s role: focusing on evaluating of the actual learning which emphasizes on
learning output and learning process, such as, evidence of the system that reflects on the development of cognitive
skills of each discipline.
1.1.3 Learning Environment: innovative tools and equipment have to accommodate the
system. Additionally, appropriate tools for learners, such as, social media are available to motivate learning.
1.1.4 Resources: instructors prepare resources and information for learners including
computers, Internet, books, or information data to facilitate learning and encourage students to develop cognitive
skills. Resources are divided into human resources or supporters, and information communication and technology
resources.
1.1.5 Reinforcement and Motivation:
1.1.5.1 Internal motivation, such as, attitudes towards learning and aptitude in the
discipline.
1.1.5.2 External motivation, such as, students assist each other to learn, while
instructors and supporters facilitate students to achieve their goal of learning.
1.1.6 Context and Technology Tools:
1.1.6.1 Curriculum context refers to elements that are divergent in each discipline and
objectives of each course which focuses on different cognitive skills.
1.1.6.2 Administration context refers to e-Learning management that accommodates
technology skills of instructors. There are supporters who are technical staff in e-Learning management to support
instructors for effective teaching.
1.2 Tools for teaching and learning process to enhance cognitive skills for learners in
higher education include:
1.2.1 Virtual learning environment which is a model that allows students to participate in
the virtual environment that is similar to a classroom such as Opensimulator, Secondlife.
1.2.2 Learning Management System (LMS) which is the management system focusing of
learning via network. The system contains tools and elements for instructors, learners, and administrators, including
course management system, content creating system, learner management system, content delivery system, and
communication and interaction tool system, such as, chat room, e-mail, webboard, attendance record system, and
report system.
1.2.3 Social Media Presentation is used to deliver content via electronic media so that
learners can study anytime and anywhere via any online devices. Instructors can record the lecture and upload to the
system for students to review for self-study, such as, Slideshare.
1.2.4 Electronic books (e-Book) are books that are in electronic format or that are stored as
electronic file. They are readable by electronic devices, such as, notebook computers, tablets, and mobile phones.
1.2.5 Streaming Video refers to technology that allows the transfer of multimedia data over
the Internet and displays it on a short time without waiting to download the file to a computer as it take time to
download the whole multimedia file. Therefore, streaming video allows many users to receive information at the
same time.
2. Process is learning and teaching process for learners in higher education which are: (1) teaching
science, including teaching models, teaching methods, and teaching techniques, and (2) learners’ role, instructors’
role, and supporters’ role. Considering teaching science and the roles, learning activities were created for learners in
three disciplines: (1) Health Sciences with activities that develop systematic thinking process, analytical thinking
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process, and applicative thinking process, (2) Science Technology with activities that develop scientific thinking
process, systematic thinking process, and analytical thinking process, and (3) Humanities and Social Sciences with
activities that develop creative thinking process, creative thinking, and systematic thinking process.
3. Output is cognitive skills for learners in higher education in three disciplines: (1) Health Science
including systematic thinking, analytical thinking, and application, (2) Technology Science are scientific process,
systematic thinking, and analytical thinking, and (3) Humanities and Social Science consists of creative thinking,
analytical thinking, and systematic thinking.
4. Feedback
4.1 Evaluation can be divided into:
4.1.1 Formative Evaluation means the assessment during the study period by observing
learning in face-to-face context and evidences of behaviors in online context that is relevant to thinking process of
each discipline.
4.1.2 Summative Evaluation or overall assessment is cognitive skills assessment of each
discipline using pre-test and post-test.
4.2 Assignments and activities were handed out each week. Student’s behaviors were observed
every week by instructors or research assistants.
4.3 Teaching plans and activities were improved to be relevant to each discipline’s context and
learners. Additional innovative tools include social web application and 3D virtual world.
Acknowledgements
This paper was a part of the project funded by the National Research Council of Thailand (NRCT) in 2012. The
author would sincerely thank to NRCT. Sincerely thanks must also go to Chulalongkorn University and Thailand
Cyber University Project who are the supported institutes. Special thanks also go to all advisors, scholars, and
experts for their help and support in creating new knowledge via this paper to strengthen the educational technology
and communications field.
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