Development of Web-Based Learning Environment Model to Enhance Cognitive Skills for Undergraduate Students in the Field of Electrical Engineering
Author: Lakonpol, Thongmee
Date: 2015-11-10
Type: Journal Articles
Subjects: Web Based Instruction,Undergraduate Students,Engineering Education,Teaching Methods,Cognitive Ability,Models,Cognitive Development,Skill Development,Efficiency,Questionnaires,Outcomes of Education,Interviews,Scores,Academic Achievement,Instructional Effectiveness,Program Descriptions,Teacher Attitudes,College Faculty,Student Attitudes,Foreign Countries

This research aimed to develop a web-based learning environment model for enhancing cognitive skills of undergraduate students in the field of electrical engineering. The research is divided into 4 phases: 1) investigating the current status and requirements of web-based learning environment models. 2) developing a web-based learning environment model. 3) reporting the results of the web-based learning environment model from. 4) validation of a web-based learning environment model and its role in the development of cognitive skills of the students. The results revealed the following: 1) the current status and requirements of a web-based learning environment model revealed that the model can be expressed in aspects of its structure, web-based instruction and web-based instruction for developing cognitive based skills. Its current operating status is at a moderate level, and the user's requirement is at the highest level. 2) The developed web-based learning environment model consists of 4 main elements: principles, objectives, processes and activities, and the measurement and the evaluation of three sub-elements: web-based learning environment, web-based learning and development of cognitive skills. The web-based learning environment consists of 4 elements: introduction to the context, data sources, instruments, and base of help. Web-based learning consists of 3 elements: lessons, communication, and activities. In term of the development of cognitive skills, there are 4 elements: encouragement of cognitive structure, encouragement of cognitive balance, encouragement of the expansion of cognitive structure, and encouragement and support of knowledge construction. 3) The results of model implementation efficiency: The students who studied by using the developed web-based learning environment model received pre-and post-points of achievement (52.37 and 92.40%). The learning achievement and the cognitive skills increased at the 0.01 statistical significant level. Learning achievement was related to the cognitive skills at the 0.01 statistical significant level. The more points students earned on their achievement, the more points they received on their cognitive skills evaluation. The mean value of an overview of all aspects and each individual aspect of undergraduate students' satisfaction towards the model was at a high level. 4) An overview of all aspects and each individual aspect of the quality evaluation model evaluated by the experts was at the highest level. It could be assumed that the web-based learning environment model had its quality at the highest level and persons concerned could used it as a pedagogical tool for undergraduate students.