Elizabeth was the 2007-08 winner of the President's Award for Outstanding Research at Memorial University of Newfoundland. She has twice received best paper awards from journals. She retired in 2015 as full professor after a 30++-year career that included serving as principal, assistant principal, department head, & teacher from K-12 . She continued to publish along with students and colleagues from Thailand where she has served as visiting professor. She has also authored and published two novels. For her full list of publications, please see attached CV or visit her website at elizabethmurphy.tiiny.co
The purpose of this study was to survey the awareness, attitudes and actions of Thai, pre-service... more The purpose of this study was to survey the awareness, attitudes and actions of Thai, pre-service, industrial-education teachers (N=390) regarding economic, social and environmental sustainability. Survey items were derived from learning objectives provided by UNESCO in relation to 17 sustainable development goals (SDGs). Research questions focused on overall results as well as analyses to determine differences based on program type and year of study. Results showed an average overall higher percentage in the categories of attitudes (90%) and action (91%) than for awareness (69%). The lowest ranked items in the categories of attitudes and action were related to SDG 5, gender equality. Pre-service teachers in year two of their program reported significantly higher levels of awareness than those in their first, third, fourth or fifth year. There were no significant differences for program type. Implications point to the value for higher education institutes, programs and instructors of identifying sustainability issues most relevant to their context in terms of culture and subject area. Results also pointed to the possibility that higher education institutions may be able to address aspects of sustainability through other initiatives (e.g., mental health awareness days) that are not necessarily branded specifically as sustainability issues.
This paper describes the testing and refinement of an instrument for identifying and measuring Pr... more This paper describes the testing and refinement of an instrument for identifying and measuring Problem Formulation and Resolution (PFR) in online asynchronous discussions (OADs). The instrument was used to analyse a transcript of an OAD designed specifically for PFR with 30 participants in an undergraduate course for teachers in training. Results revealed construct under-representation, construct irrelevance, as well as lack of discriminant capability, or mutual exclusivity in some of the instrument's processes and indicators. The paper presents a second iteration of the instrument, which is informed by analysis of the transcript. The process of testing and redesign provides an approach to investigating and promoting construct validity using instruments for the analysis of communication and learning in transcripts of OADs. Förderung der Zuverlässigkeit von Instrumenten zur Analyse von Transkriptionen von Asynchronen Online Diskussionen (OAD) Dieser Beitrag beschreibt das Testen und Verbessern eines Instruments zur Feststellung und Messung von Problemformulierung und-Lösung (PFR) bei asynchronen Onlinediskussionen (OAD). Das Verfahren wurde zur Analyse einer Niederschrift einer OAD benutzt, die speziell zu einer PFR mit 30 Teilnehmern eines Lehrerausbildungskurses angesetzt war. Die Ergebnisse enthüllten sowohl Unterrepräsentanz als auch Bedeutungslosigkeit von Gedankengängen, Fehlen von Unterscheidungsmöglichkeiten wie auch gegenseitiges Ausschließen von Methoden und Indikatoren des Programms. In diesem Beitrag wird die nach der Analyse der Niederschrift verbesserte zweite Version des Werkzeugs vorgestellt. Der Prozess des Testens und der Weiterentwicklung stellt gleichzeitig eine Verbesserung der Erforschung und des Validitätszuwachses von Analyseinstrumenten für die Kommunikation und das Lernen mit Hilfe von Transkriptionen von OADs dar. Comment favoriser la validation des variables dans les instruments d'analyse des transcriptions de discussions asynchrones en ligne Cet article décrit les essais et l'affinage d'un instrument servant à identifier et à mesurer la Formulation et al Résolution des Problèmes(FRP) dans les discussions asynchrones en ligne(DAO). Cet instrument a été utilisé pour analyser la transcription d'une DAO conçue spécialement pour la FRP avec 30 participants inscrits dans un cours de premier cycle de formation initiale des professeurs. Les résultats ont fait apparaître des variables en cours de représentation, des variables non pertinentes, un manque de capacité de discrimination, voire même des incompatibilités, dans quelques uns des processus et indicateurs de l'instrument. Cet article présente un deuxième emploi de l'instrument qui se fonde sur l'analyse de la transcription. Le processus d'essai et de refonte fournit un mode d'approche pour l'étude et la promotion de la validité des variables lorsqu'on emploie des instruments pour analyser la communication et l'apprentissage dans les transcriptions des DAOs.
This paper reports on a study of pedagogical strategies for promoting conceptual understanding by... more This paper reports on a study of pedagogical strategies for promoting conceptual understanding by reducing misconceptions. The case chosen to investigate this phenomenon involved 40 Thai vocational education students studying physics (electric circuits) in secondary school. The study investigated the effect of an explaining strategy on students' understanding. It also investigated the effect of an enacting strategy on students' overall misconceptions with one group (n=20) using an electric circuits board (CB) whilst another group (n=20) used a virtual simulation (VS) of electric circuits. Preand post-test results showed significant improvements in understanding. Pre-and posttest results for the 'enacting' strategy comparing the virtual simulation versus the electric circuits board showed significant increases within groups, as well as a significant reduction in misunderstanding for the VS group. However, the overall levels of misunderstanding remained high in spite of the significance of the intervention. This result confirms the characterisation of misconceptions as persistent difficulties. Implications point to the value of combining multiple strategies for conceptual understanding, matching strategies to the context and to the limitations of evaluating conceptual understanding.
Journal of Teacher Education for Sustainability , 2019
Sustainable Development Goal 4 (SDG 4) focuses on ensuring inclusive and equitable, quality educa... more Sustainable Development Goal 4 (SDG 4) focuses on ensuring inclusive and equitable, quality education and lifelong learning opportunities for all. One of the three means of implementation of SDG 4 targets is SDG 4c which calls on countries and donors to significantly increase the supply of qualified teachers in developing and underdeveloped countries. This emphasis on the supply of teachers is in recognition of the fact that the quality of education ultimately depends on teachers. In general, there is widespread agreement that teacher education has an important role to play in the achievement of the SDG 4 targets. However, there has been limited attention in the literature to SDG 4 in a context of teacher education. This paper aims to contribute to the literature on SDG 4 and teacher education. The paper first presents a conceptual framework pertaining to quality, equity, inclusion, and lifelong learning. Next, the framework is applied to the case of Thailand to identify examples of progress the country is making in support of realization of SDG 4 in teacher education. The framework with the four concepts can be applied by researchers to identify examples of progress on SDG 4 in teacher education in other countries and contexts.
World Review of Entrepreneurship, Management and Sustainable Development,, 2020
Community enterprises (CE) are a tool to support sustainable community development. They rely on ... more Community enterprises (CE) are a tool to support sustainable community development. They rely on community members' participation using a bottom-up, polycentric approach to management. However, they typically operate in rural areas where the required knowledge, management and marketing skills are often lacking. This study investigated members' participation in CEs and the failures and successes they encountered in participation in organisational, production, marketing and financial management. Data collection involved structured interviews with 400 participants in 200 CEs in northeastern Thailand. The researchers also conducted focus groups with a successful CE (n = 5) and an unsuccessful CE (n = 7). Results revealed that participation was lowest for organisational, marketing and financial management. Lower levels of participation were associated with lack of time and lack of skill/education. Implications point to the value of outsourcing marketing and financial management for CEs in rural areas.
Journal of Applied Research in Higher Education, 2020
Purpose-The purpose of this paper is to simultaneously investigate a variety of factors related t... more Purpose-The purpose of this paper is to simultaneously investigate a variety of factors related to assignment completion (AC) (i.e. task orientation, cooperation, teacher feedback, time management and time spent on AC). Design/methodology/approach-The study relied on a self-report survey to assess students' perceptions in relation to six variables. Participants included 1,106 undergraduate students from six public Thai universities. Analysis involved structural equation modeling. Findings-This study provided new results related to task orientation as the strongest predictor of AC and time management. Cooperation and feedback improved AC with time management as an intervening variable. Time management and feedback did not predict time spent on AC. Research limitations/implications-Future studies might explore the potential range of assignments that, for example, count for a higher portion of the grade versus those that are less or unimportant in terms of the course. Future studies might also look at the role of group assignments in relation to completion. Semistructured interviews or observations might provide insights into how students manage their time and why task orientation has the most effect on AC. Future research might investigate more specifically at what point time management does or does not affect completion. In general, given the growth of online learning and contexts in which students may be increasingly called on to complete assignments independently, factors such as those investigated in this study will require more attention in varying countries and contexts, generically and for individual subjects. Practical implications-Instructional designers and instructors can promote task orientation through reliance on strategic scaffolding. For designing a task-oriented environment, instructors need to offer challenging assignments. Instructors should also assign work that encourages motivation, effort and achievement. To ensure that cooperative learning positively affects time management, instructors and designers can allot specific in-class time for completion of tasks, reliance on flipped classroom activities and student conversations regarding time restrictions and time-management skills. Instructors can be supported to help them provide appropriate types of feedback, as well as ideas for implementing the feedback in practice. Originality/value-Little research has been conducted on AC in higher education. Those studies that have been conducted have focused on the elementary and secondary levels. Furthermore, studies have not always taken into account the complex relationships between different factors that can potentially influence AC.
International Journal of Innovation and Learning, 2021
The purpose of this study was to identify the feasibility of integrating the internet of things (... more The purpose of this study was to identify the feasibility of integrating the internet of things (IoT) in engineering education (EE) to promote environmental, social and economic sustainability. This purpose is explored through self-report surveys with 113 engineering educators in Thailand. Analysis relied on descriptive statistics and two-way ANOVA. Results revealed high feasibility of integration with less feasibility for social sustainability. There were no significant differences in relation to feasibility and demographic factors such as educators' years of experience and type of EE. Respondents identified factors that can promote the integration. These were grouped into the following categories: curricula and programs, instructor and student-related factors, administrative and policy factors and technology-related factors.
Journal of Applied Research in Higher Education, 2020
Purpose-The purpose of this study was to investigate pre-service teachers' concerns about includi... more Purpose-The purpose of this study was to investigate pre-service teachers' concerns about including diverse learners in their classrooms. The study identified which concerns they ranked highest and lowest and which types of diversity they were most concerned about. The study also compared results in relation to demographic variables of gender, year and major. Design/methodology/approach-Data collection relied on the Concerns about Inclusive Education Scale administered online with 343 pre-service teachers enrolled in higher education in Thailand. Analysis aimed to identify what were the highest categories of concerns as well as any significant relationships between concerns and demographic variables of gender, year and major. Analysis also identified the types of diversity about which pre-service teachers were most concerned along with any significant relationships between types of diversity and gender, year and major. Findings-Results revealed that pre-service teachers ranked lack of resources as their highest concern about teaching diverse learners. Analysis revealed a significant difference for gender with females (p 5 0.014) having a significantly higher level of concern about lack of resources than males. Mental health disabilities along with physical and learning disabilities were ranked highest in terms of types of diversity about which they were most concerned. There were no statistically significant differences for demographics regarding type of diversity about which teachers were most concerned. Originality/value-There is a lack of research related to higher education's role in preparing teachers to teach in contexts of diversity. This study goes beyond traditional definitions to include 12 types of diversity.
The role of the specialized high-school computer teacher is challenged by both students’ and non-... more The role of the specialized high-school computer teacher is challenged by both students’ and non-computer teachers’ growing expertise in computers and technology in general. It is also challenged by a need to keep pace with a field that is constantly changing. Yet, few studies have investigated the complex variables that may affect computer teachers’ computer-related performance. This study investigated the relationships between multiple variables including demographics (gender, computer experience, etc.), global self-worth, computer self-concept, computer attitude and achievement. Data collection relied on a survey of 400 pre-service, high-school computer teachers. Implications point to the potential value of opportunities in computer-teacher education for teachers to reflect on personal characteristics such as attitude, self-concept and the effects that may influence their behaviour and experiences as computer teachers.
The purpose of this study is to identify vocational teachers’ experiences with
interdisciplinary ... more The purpose of this study is to identify vocational teachers’ experiences with interdisciplinary team teaching (ITT). Participants were five teachers from a science and technology-based vocational high school in Thailand. Qualitative data collection involved focus groups, interviews and observations. Findings were grouped into the following categories: teaching across disciplines; supportive and sharing relationships and roles; communication and decision-making; benefits; and challenges. Findings suggest that the interdisciplinary aspect may be achieved through engagement in project-based learning (PBL). The PBL approach can provide both a shared purpose and a framework and guidelines to support teachers’ planning. Findings also point to the value of shared decision-making and leadership, and to the need for supportive relationships that take into consideration professional and personal issues. Implications relate to the need for open forms of communication that reflect trust, support and respect. Use of social media to support communication and collaboration should be accompanied by guidelines and rules established in advance by team members.
In this study, primary-grade students learned to solve and create arithmetic word problems using ... more In this study, primary-grade students learned to solve and create arithmetic word problems using a three-phase process of visual representation. The study compared an experimental group (n=32) of third graders in Thailand using pictorial maps with a control group (n=31) using text-based problems. The visual representations called pictorial maps are unique in that they focus on place (location) in order to situate math problems in authentic contexts. In phase 1, students were given a pictorial map with imprinted objects representing keywords to help them solve a word problem. In phase 2, they used a blank pictorial map on which they could place plastic chips with imprinted images representing the problem’s keywords. In phase 3, they used a blank sheet with cut-outs of images representing keywords that they could use to represent their own word problems. Results revealed significantly higher post-test scores for the experimental group. Implications point to the value of mathematics’ teachers working with art teachers in their school to identify ways to use drawing to support representations of keywords and of other elements in word problems.
The purpose of this paper is to present implications of innovation for Engineering Education (EE)... more The purpose of this paper is to present implications of innovation for Engineering Education (EE) and research. The specific objectives are as follows: Analyze innovation policies from India, Malaysia, Thailand, Korea and the Association of South-East Nations (ASEAN): Identify common themes between policies; determine implications for EE for Innovation (EEFI); create a model of EEFI; determine implications for EEFI research. Analysis of the policies led to the identification of seven themes: prosperity, humanity, inclusivity, capacity, sustainability, inquiry, and community. These themes guided the creation of a model of EEFI. The model consists of four principal bases: learner-based; STEM + AE-based, problem-based and; project-based. Learner-based focuses on what engineers are in terms of their personal and professional competencies. STEM + AE are a reminder that engineers must be more than technicians, well-versed in STEM. Their education needs to include the arts and entrepreneurship. The problem base refers to EEFI activity being driven by complex, authentic, ill-structured challenges, problems and issues that have a social as well as a technical character. The project-base involves collaborative efforts to find answers to questions and create solutions to problems and challenges. Implications for research highlight a range of approaches to researching EEFI from quantitative surveys of perceptions of participants to complex research designs whereby engineers in training are collaboratively solving real problems in communities.
The goal of this study is to identify the relationship between K-12 teachers’ self-efficacy beliefs... more The goal of this study is to identify the relationship between K-12 teachers’ self-efficacy beliefs, classroom goal structure and use of instructional strategies. The study also aims to determine if there is variance in the relationship between these constructs for primary ver-sus secondary school teachers. Data collection involved completion of a self-report survey by 810 primary and secondary school teachers in Thailand. Results revealed that personal and ICT teaching self-efficacy directly predicted both mastery and performance classroom goal structures for K-12 teachers. Mastery classroom goal structure predicted deep learn-ing. Performance classroom goal structure predicted surface learning. ICT teaching self-efficacy was the strongest predictor of teachers’ instructional strategies with ICTs. Results also revealed that primary teachers’ performance classroom goal structure was positively associated with the use of deep-learning strategies with ICTs and student-centered learn-ing with ICTs. In contrast, for secondary teachers, mastery classroom goal structure was positively associated with student-centered learning with ICTs, whereas both mastery and performance classroom goal structures were positively associated with the use of deep-learning strategies with ICTs. Results of this study suggest that classroom goal structure may be different for ICT classrooms than for regular classrooms. Implications relate to the need to help teachers design ICT activities that reflect both performance and mastery class-room goal structures.
Social media (SM) support new approaches to learning that rely on voluntary, peer-to-peer communi... more Social media (SM) support new approaches to learning that rely on voluntary, peer-to-peer communication using devices and software provided and managed by students rather than on institutional course management systems. We present one case of such an approach with first-year university students (n = 86) in Thailand using SM for asking and answering questions between peers in a face-to-face computer-programming course. Encouraging students to ask questions about course content can result in improved performance. In general, understanding how students participate and what drives them to participate can provide insights into how universities and instructors can be socially ready. Students used SM during 10 weeks of an 18-week course. Each of four sections selected one form of SM as follows: Facebook [n = 33], Instagram [n = 21], Twitter [n = 21], and Line [n = 11]. The mixed-methods case study involved quantitative measures of how students participated and quantitative and qualitative measures of students’ perceptions of what drives or discourages their participation. Results revealed patterns in participation as follows: participation and motivation; passive and active participation; participation and sample size; participation and type of SM and; participation and student demographics. Implications for practice relate to the value of instructors’ understanding of the social incentives for student participation such as social recognition, gratification of needs and convenience. Implications for research focus on the value of investigating new forms of participation available to read-only participants and ‘lurkers’ using features of SM such as ‘liking’ and sharing.
Motivation and success in computer-science courses are influenced by the strength of students’ se... more Motivation and success in computer-science courses are influenced by the strength of students’ self-efficacy (SE) beliefs in their learning abilities. Students with weak SE may struggle to be successful in a computer-science course. This study investigated the factors that enhance or impede the computer self-efficacy (CSE) of computer-science students. Data collection involved a survey of 524 undergraduate computer-science students from 10 Thai universities. The survey measured four items of CSE, 13 items pertaining to the classroom learning environment (CLE), and 14 items related to information sources of SE. Results revealed that perceptions of a CLE with autonomy, meaningfulness, and involvement were positively associated with strong CSE. In addition, perceptions of social persuasions such as meaningful and encouraging feedback or judgment from influential people demonstrated a statistically positive relationship with CSE. Perceptions of vicarious experiences whereby students determine and compare their own abilities with observational experiences of role models also demonstrated a statistically positive relationship with CSE. Perceived physiological and affective states such as anxiety and stress demonstrated a negative influence CSE. Implications for practice relate to students’ perceptions of autonomous learning, the value of positive feedback, students’ input into learning content and activities, role models for students and observation of how peers perform tasks better or worse.
Project-based learning (PBL) involves a highly complex and learner-centered approach. It relies o... more Project-based learning (PBL) involves a highly complex and learner-centered approach. It relies on formative assessment (FA) with ongoing feedback to help learners move through the PBL process to the eventual co-construction of a shared artefact. Conversation and discussion are central to the process. However, in a face-to-face context of learning, they are difficult to capture for later review or reflection as part of FA. This study investigates the role that technology might play in addressing this limitation using online PBL and FA in a media-creation course in a Thai university. Participants were undergraduate, pre-service teachers preparing to teach English as a foreign language. Objectives included the local design and implementation of online PBL and FA; identification of pre-service teachers’ (n = 28) post-implementation perceptions of the convenience, benefits and barriers of this form of learning; perceptions of their PBL skills and; post-implementation measures of PBL knowledge and skills compared with learners participating in a face-to-face section of the course (n = 30). Results revealed that the technology provided a foundational scaffold to support both the learners’ and the instructor’s activity and interaction. The design of a simple learning management system with communication and file-sharing tools supported not only the learners, but the instructor, not only the assessment, but the learning. Learners’ perceptions were positive and post-implementation measures of PBL knowledge and skill were significantly higher for the online section.
This paper reports on a study involving the design of a virtual community for informal learning a... more This paper reports on a study involving the design of a virtual community for informal learning about Thai herbs. The community relied on social networking tools and a database of expert knowledge as well as community coordinators. One group of coordinators (Community A) concentrated efforts in recruitment of members on those individuals most likely to be interested in Thai herbs. The second group of coordinators (Community B) recruited from among friends, family and acquaintances. Analysis and t-tests of measurement of membership, participation and knowledge building revealed higher rates for Community A. Results pertaining to the design of the virtual community , which showed that members mostly used the database, provide evidence to support the hypothesis that members' access to expert knowledge positively influences participation and knowledge building in a virtual community for informal learning. Results of the comparison of Community A versus Community B provide evidence to support the hypothesis that interest in the subject of the community positively influences membership, participation and knowledge building in a virtual community for informal learning.
The purpose of the study reported on in this paper was to design and test multimedia for deaf and... more The purpose of the study reported on in this paper was to design and test multimedia for deaf and hard of hearing (DHH) learners. The study focused on counting, addition and subtraction with grade one (age 7) DHH learners in Thailand. The multimedia created for the study was informed by design considerations for DHH learners of arithmetic and aimed to minimize cognitive load. Testing took place over a period of 16 weeks during which learners alternated between 2 and 3 week sessions of one hour per day with multimedia (numbers 1–10) versus 2–3 week sessions of one hour per day with the teacher (numbers 11–20). Results of the design included features such as non-essential use of text, reliance on non-symbolic objects, user control, and signals to relevant content. Results of testing showed that learning with multimedia resulted in higher scores than learning with the teacher (Z = 4.545, p = 0.000). Post-intervention interviews highlighted the role of motivation, ease of comprehension and independent learner control of the multimedia. The conclusion highlighted the need for multimedia design principles that reflect a more inclusionary focus on children with special needs such as those featured in this study.
Non-formal education (NFE) has a role to play in the education of marginalised groups such as out... more Non-formal education (NFE) has a role to play in the education of marginalised groups such as out-of-school adults. NFE is based in the discourse of lifelong learning with its agenda of economic growth and active citizenship. This discourse requires moving beyond traditional conceptualisations of primary, secondary and tertiary education to conceptualise lifelong learning as formal, non-formal and informal. Information and communication technologies (ICTs) can potentially support NFE, but not enough is known about this potential. This study investigated ICT use in NFE in rural Thailand. The study compared collaboration, content knowledge and satisfaction in a Career Education course between students learning face-to-face (F2F) versus students learning F2F with desktop computers (F2F+DT). We compared the same variables in an English in Daily Life course between students learning F2F versus students learning F2F with mobile phones (F2F+M). Comparisons of the F2F and F2F+DT modes revealed no significant difference in content knowledge, in students' perceptions of collaboration or in satisfaction. Comparison of the F2F and F2F+M modes revealed content knowledge and satisfaction were higher for the F2F+M mode but there was no significant difference for collaboration. Comparisons of F2F+DT with F2F+M revealed no significant difference for content knowledge or for satisfaction. The F2F+M mode was significantly higher for perceptions of collaboration.
The purpose of this study was to survey the awareness, attitudes and actions of Thai, pre-service... more The purpose of this study was to survey the awareness, attitudes and actions of Thai, pre-service, industrial-education teachers (N=390) regarding economic, social and environmental sustainability. Survey items were derived from learning objectives provided by UNESCO in relation to 17 sustainable development goals (SDGs). Research questions focused on overall results as well as analyses to determine differences based on program type and year of study. Results showed an average overall higher percentage in the categories of attitudes (90%) and action (91%) than for awareness (69%). The lowest ranked items in the categories of attitudes and action were related to SDG 5, gender equality. Pre-service teachers in year two of their program reported significantly higher levels of awareness than those in their first, third, fourth or fifth year. There were no significant differences for program type. Implications point to the value for higher education institutes, programs and instructors of identifying sustainability issues most relevant to their context in terms of culture and subject area. Results also pointed to the possibility that higher education institutions may be able to address aspects of sustainability through other initiatives (e.g., mental health awareness days) that are not necessarily branded specifically as sustainability issues.
This paper describes the testing and refinement of an instrument for identifying and measuring Pr... more This paper describes the testing and refinement of an instrument for identifying and measuring Problem Formulation and Resolution (PFR) in online asynchronous discussions (OADs). The instrument was used to analyse a transcript of an OAD designed specifically for PFR with 30 participants in an undergraduate course for teachers in training. Results revealed construct under-representation, construct irrelevance, as well as lack of discriminant capability, or mutual exclusivity in some of the instrument's processes and indicators. The paper presents a second iteration of the instrument, which is informed by analysis of the transcript. The process of testing and redesign provides an approach to investigating and promoting construct validity using instruments for the analysis of communication and learning in transcripts of OADs. Förderung der Zuverlässigkeit von Instrumenten zur Analyse von Transkriptionen von Asynchronen Online Diskussionen (OAD) Dieser Beitrag beschreibt das Testen und Verbessern eines Instruments zur Feststellung und Messung von Problemformulierung und-Lösung (PFR) bei asynchronen Onlinediskussionen (OAD). Das Verfahren wurde zur Analyse einer Niederschrift einer OAD benutzt, die speziell zu einer PFR mit 30 Teilnehmern eines Lehrerausbildungskurses angesetzt war. Die Ergebnisse enthüllten sowohl Unterrepräsentanz als auch Bedeutungslosigkeit von Gedankengängen, Fehlen von Unterscheidungsmöglichkeiten wie auch gegenseitiges Ausschließen von Methoden und Indikatoren des Programms. In diesem Beitrag wird die nach der Analyse der Niederschrift verbesserte zweite Version des Werkzeugs vorgestellt. Der Prozess des Testens und der Weiterentwicklung stellt gleichzeitig eine Verbesserung der Erforschung und des Validitätszuwachses von Analyseinstrumenten für die Kommunikation und das Lernen mit Hilfe von Transkriptionen von OADs dar. Comment favoriser la validation des variables dans les instruments d'analyse des transcriptions de discussions asynchrones en ligne Cet article décrit les essais et l'affinage d'un instrument servant à identifier et à mesurer la Formulation et al Résolution des Problèmes(FRP) dans les discussions asynchrones en ligne(DAO). Cet instrument a été utilisé pour analyser la transcription d'une DAO conçue spécialement pour la FRP avec 30 participants inscrits dans un cours de premier cycle de formation initiale des professeurs. Les résultats ont fait apparaître des variables en cours de représentation, des variables non pertinentes, un manque de capacité de discrimination, voire même des incompatibilités, dans quelques uns des processus et indicateurs de l'instrument. Cet article présente un deuxième emploi de l'instrument qui se fonde sur l'analyse de la transcription. Le processus d'essai et de refonte fournit un mode d'approche pour l'étude et la promotion de la validité des variables lorsqu'on emploie des instruments pour analyser la communication et l'apprentissage dans les transcriptions des DAOs.
This paper reports on a study of pedagogical strategies for promoting conceptual understanding by... more This paper reports on a study of pedagogical strategies for promoting conceptual understanding by reducing misconceptions. The case chosen to investigate this phenomenon involved 40 Thai vocational education students studying physics (electric circuits) in secondary school. The study investigated the effect of an explaining strategy on students' understanding. It also investigated the effect of an enacting strategy on students' overall misconceptions with one group (n=20) using an electric circuits board (CB) whilst another group (n=20) used a virtual simulation (VS) of electric circuits. Preand post-test results showed significant improvements in understanding. Pre-and posttest results for the 'enacting' strategy comparing the virtual simulation versus the electric circuits board showed significant increases within groups, as well as a significant reduction in misunderstanding for the VS group. However, the overall levels of misunderstanding remained high in spite of the significance of the intervention. This result confirms the characterisation of misconceptions as persistent difficulties. Implications point to the value of combining multiple strategies for conceptual understanding, matching strategies to the context and to the limitations of evaluating conceptual understanding.
Journal of Teacher Education for Sustainability , 2019
Sustainable Development Goal 4 (SDG 4) focuses on ensuring inclusive and equitable, quality educa... more Sustainable Development Goal 4 (SDG 4) focuses on ensuring inclusive and equitable, quality education and lifelong learning opportunities for all. One of the three means of implementation of SDG 4 targets is SDG 4c which calls on countries and donors to significantly increase the supply of qualified teachers in developing and underdeveloped countries. This emphasis on the supply of teachers is in recognition of the fact that the quality of education ultimately depends on teachers. In general, there is widespread agreement that teacher education has an important role to play in the achievement of the SDG 4 targets. However, there has been limited attention in the literature to SDG 4 in a context of teacher education. This paper aims to contribute to the literature on SDG 4 and teacher education. The paper first presents a conceptual framework pertaining to quality, equity, inclusion, and lifelong learning. Next, the framework is applied to the case of Thailand to identify examples of progress the country is making in support of realization of SDG 4 in teacher education. The framework with the four concepts can be applied by researchers to identify examples of progress on SDG 4 in teacher education in other countries and contexts.
World Review of Entrepreneurship, Management and Sustainable Development,, 2020
Community enterprises (CE) are a tool to support sustainable community development. They rely on ... more Community enterprises (CE) are a tool to support sustainable community development. They rely on community members' participation using a bottom-up, polycentric approach to management. However, they typically operate in rural areas where the required knowledge, management and marketing skills are often lacking. This study investigated members' participation in CEs and the failures and successes they encountered in participation in organisational, production, marketing and financial management. Data collection involved structured interviews with 400 participants in 200 CEs in northeastern Thailand. The researchers also conducted focus groups with a successful CE (n = 5) and an unsuccessful CE (n = 7). Results revealed that participation was lowest for organisational, marketing and financial management. Lower levels of participation were associated with lack of time and lack of skill/education. Implications point to the value of outsourcing marketing and financial management for CEs in rural areas.
Journal of Applied Research in Higher Education, 2020
Purpose-The purpose of this paper is to simultaneously investigate a variety of factors related t... more Purpose-The purpose of this paper is to simultaneously investigate a variety of factors related to assignment completion (AC) (i.e. task orientation, cooperation, teacher feedback, time management and time spent on AC). Design/methodology/approach-The study relied on a self-report survey to assess students' perceptions in relation to six variables. Participants included 1,106 undergraduate students from six public Thai universities. Analysis involved structural equation modeling. Findings-This study provided new results related to task orientation as the strongest predictor of AC and time management. Cooperation and feedback improved AC with time management as an intervening variable. Time management and feedback did not predict time spent on AC. Research limitations/implications-Future studies might explore the potential range of assignments that, for example, count for a higher portion of the grade versus those that are less or unimportant in terms of the course. Future studies might also look at the role of group assignments in relation to completion. Semistructured interviews or observations might provide insights into how students manage their time and why task orientation has the most effect on AC. Future research might investigate more specifically at what point time management does or does not affect completion. In general, given the growth of online learning and contexts in which students may be increasingly called on to complete assignments independently, factors such as those investigated in this study will require more attention in varying countries and contexts, generically and for individual subjects. Practical implications-Instructional designers and instructors can promote task orientation through reliance on strategic scaffolding. For designing a task-oriented environment, instructors need to offer challenging assignments. Instructors should also assign work that encourages motivation, effort and achievement. To ensure that cooperative learning positively affects time management, instructors and designers can allot specific in-class time for completion of tasks, reliance on flipped classroom activities and student conversations regarding time restrictions and time-management skills. Instructors can be supported to help them provide appropriate types of feedback, as well as ideas for implementing the feedback in practice. Originality/value-Little research has been conducted on AC in higher education. Those studies that have been conducted have focused on the elementary and secondary levels. Furthermore, studies have not always taken into account the complex relationships between different factors that can potentially influence AC.
International Journal of Innovation and Learning, 2021
The purpose of this study was to identify the feasibility of integrating the internet of things (... more The purpose of this study was to identify the feasibility of integrating the internet of things (IoT) in engineering education (EE) to promote environmental, social and economic sustainability. This purpose is explored through self-report surveys with 113 engineering educators in Thailand. Analysis relied on descriptive statistics and two-way ANOVA. Results revealed high feasibility of integration with less feasibility for social sustainability. There were no significant differences in relation to feasibility and demographic factors such as educators' years of experience and type of EE. Respondents identified factors that can promote the integration. These were grouped into the following categories: curricula and programs, instructor and student-related factors, administrative and policy factors and technology-related factors.
Journal of Applied Research in Higher Education, 2020
Purpose-The purpose of this study was to investigate pre-service teachers' concerns about includi... more Purpose-The purpose of this study was to investigate pre-service teachers' concerns about including diverse learners in their classrooms. The study identified which concerns they ranked highest and lowest and which types of diversity they were most concerned about. The study also compared results in relation to demographic variables of gender, year and major. Design/methodology/approach-Data collection relied on the Concerns about Inclusive Education Scale administered online with 343 pre-service teachers enrolled in higher education in Thailand. Analysis aimed to identify what were the highest categories of concerns as well as any significant relationships between concerns and demographic variables of gender, year and major. Analysis also identified the types of diversity about which pre-service teachers were most concerned along with any significant relationships between types of diversity and gender, year and major. Findings-Results revealed that pre-service teachers ranked lack of resources as their highest concern about teaching diverse learners. Analysis revealed a significant difference for gender with females (p 5 0.014) having a significantly higher level of concern about lack of resources than males. Mental health disabilities along with physical and learning disabilities were ranked highest in terms of types of diversity about which they were most concerned. There were no statistically significant differences for demographics regarding type of diversity about which teachers were most concerned. Originality/value-There is a lack of research related to higher education's role in preparing teachers to teach in contexts of diversity. This study goes beyond traditional definitions to include 12 types of diversity.
The role of the specialized high-school computer teacher is challenged by both students’ and non-... more The role of the specialized high-school computer teacher is challenged by both students’ and non-computer teachers’ growing expertise in computers and technology in general. It is also challenged by a need to keep pace with a field that is constantly changing. Yet, few studies have investigated the complex variables that may affect computer teachers’ computer-related performance. This study investigated the relationships between multiple variables including demographics (gender, computer experience, etc.), global self-worth, computer self-concept, computer attitude and achievement. Data collection relied on a survey of 400 pre-service, high-school computer teachers. Implications point to the potential value of opportunities in computer-teacher education for teachers to reflect on personal characteristics such as attitude, self-concept and the effects that may influence their behaviour and experiences as computer teachers.
The purpose of this study is to identify vocational teachers’ experiences with
interdisciplinary ... more The purpose of this study is to identify vocational teachers’ experiences with interdisciplinary team teaching (ITT). Participants were five teachers from a science and technology-based vocational high school in Thailand. Qualitative data collection involved focus groups, interviews and observations. Findings were grouped into the following categories: teaching across disciplines; supportive and sharing relationships and roles; communication and decision-making; benefits; and challenges. Findings suggest that the interdisciplinary aspect may be achieved through engagement in project-based learning (PBL). The PBL approach can provide both a shared purpose and a framework and guidelines to support teachers’ planning. Findings also point to the value of shared decision-making and leadership, and to the need for supportive relationships that take into consideration professional and personal issues. Implications relate to the need for open forms of communication that reflect trust, support and respect. Use of social media to support communication and collaboration should be accompanied by guidelines and rules established in advance by team members.
In this study, primary-grade students learned to solve and create arithmetic word problems using ... more In this study, primary-grade students learned to solve and create arithmetic word problems using a three-phase process of visual representation. The study compared an experimental group (n=32) of third graders in Thailand using pictorial maps with a control group (n=31) using text-based problems. The visual representations called pictorial maps are unique in that they focus on place (location) in order to situate math problems in authentic contexts. In phase 1, students were given a pictorial map with imprinted objects representing keywords to help them solve a word problem. In phase 2, they used a blank pictorial map on which they could place plastic chips with imprinted images representing the problem’s keywords. In phase 3, they used a blank sheet with cut-outs of images representing keywords that they could use to represent their own word problems. Results revealed significantly higher post-test scores for the experimental group. Implications point to the value of mathematics’ teachers working with art teachers in their school to identify ways to use drawing to support representations of keywords and of other elements in word problems.
The purpose of this paper is to present implications of innovation for Engineering Education (EE)... more The purpose of this paper is to present implications of innovation for Engineering Education (EE) and research. The specific objectives are as follows: Analyze innovation policies from India, Malaysia, Thailand, Korea and the Association of South-East Nations (ASEAN): Identify common themes between policies; determine implications for EE for Innovation (EEFI); create a model of EEFI; determine implications for EEFI research. Analysis of the policies led to the identification of seven themes: prosperity, humanity, inclusivity, capacity, sustainability, inquiry, and community. These themes guided the creation of a model of EEFI. The model consists of four principal bases: learner-based; STEM + AE-based, problem-based and; project-based. Learner-based focuses on what engineers are in terms of their personal and professional competencies. STEM + AE are a reminder that engineers must be more than technicians, well-versed in STEM. Their education needs to include the arts and entrepreneurship. The problem base refers to EEFI activity being driven by complex, authentic, ill-structured challenges, problems and issues that have a social as well as a technical character. The project-base involves collaborative efforts to find answers to questions and create solutions to problems and challenges. Implications for research highlight a range of approaches to researching EEFI from quantitative surveys of perceptions of participants to complex research designs whereby engineers in training are collaboratively solving real problems in communities.
The goal of this study is to identify the relationship between K-12 teachers’ self-efficacy beliefs... more The goal of this study is to identify the relationship between K-12 teachers’ self-efficacy beliefs, classroom goal structure and use of instructional strategies. The study also aims to determine if there is variance in the relationship between these constructs for primary ver-sus secondary school teachers. Data collection involved completion of a self-report survey by 810 primary and secondary school teachers in Thailand. Results revealed that personal and ICT teaching self-efficacy directly predicted both mastery and performance classroom goal structures for K-12 teachers. Mastery classroom goal structure predicted deep learn-ing. Performance classroom goal structure predicted surface learning. ICT teaching self-efficacy was the strongest predictor of teachers’ instructional strategies with ICTs. Results also revealed that primary teachers’ performance classroom goal structure was positively associated with the use of deep-learning strategies with ICTs and student-centered learn-ing with ICTs. In contrast, for secondary teachers, mastery classroom goal structure was positively associated with student-centered learning with ICTs, whereas both mastery and performance classroom goal structures were positively associated with the use of deep-learning strategies with ICTs. Results of this study suggest that classroom goal structure may be different for ICT classrooms than for regular classrooms. Implications relate to the need to help teachers design ICT activities that reflect both performance and mastery class-room goal structures.
Social media (SM) support new approaches to learning that rely on voluntary, peer-to-peer communi... more Social media (SM) support new approaches to learning that rely on voluntary, peer-to-peer communication using devices and software provided and managed by students rather than on institutional course management systems. We present one case of such an approach with first-year university students (n = 86) in Thailand using SM for asking and answering questions between peers in a face-to-face computer-programming course. Encouraging students to ask questions about course content can result in improved performance. In general, understanding how students participate and what drives them to participate can provide insights into how universities and instructors can be socially ready. Students used SM during 10 weeks of an 18-week course. Each of four sections selected one form of SM as follows: Facebook [n = 33], Instagram [n = 21], Twitter [n = 21], and Line [n = 11]. The mixed-methods case study involved quantitative measures of how students participated and quantitative and qualitative measures of students’ perceptions of what drives or discourages their participation. Results revealed patterns in participation as follows: participation and motivation; passive and active participation; participation and sample size; participation and type of SM and; participation and student demographics. Implications for practice relate to the value of instructors’ understanding of the social incentives for student participation such as social recognition, gratification of needs and convenience. Implications for research focus on the value of investigating new forms of participation available to read-only participants and ‘lurkers’ using features of SM such as ‘liking’ and sharing.
Motivation and success in computer-science courses are influenced by the strength of students’ se... more Motivation and success in computer-science courses are influenced by the strength of students’ self-efficacy (SE) beliefs in their learning abilities. Students with weak SE may struggle to be successful in a computer-science course. This study investigated the factors that enhance or impede the computer self-efficacy (CSE) of computer-science students. Data collection involved a survey of 524 undergraduate computer-science students from 10 Thai universities. The survey measured four items of CSE, 13 items pertaining to the classroom learning environment (CLE), and 14 items related to information sources of SE. Results revealed that perceptions of a CLE with autonomy, meaningfulness, and involvement were positively associated with strong CSE. In addition, perceptions of social persuasions such as meaningful and encouraging feedback or judgment from influential people demonstrated a statistically positive relationship with CSE. Perceptions of vicarious experiences whereby students determine and compare their own abilities with observational experiences of role models also demonstrated a statistically positive relationship with CSE. Perceived physiological and affective states such as anxiety and stress demonstrated a negative influence CSE. Implications for practice relate to students’ perceptions of autonomous learning, the value of positive feedback, students’ input into learning content and activities, role models for students and observation of how peers perform tasks better or worse.
Project-based learning (PBL) involves a highly complex and learner-centered approach. It relies o... more Project-based learning (PBL) involves a highly complex and learner-centered approach. It relies on formative assessment (FA) with ongoing feedback to help learners move through the PBL process to the eventual co-construction of a shared artefact. Conversation and discussion are central to the process. However, in a face-to-face context of learning, they are difficult to capture for later review or reflection as part of FA. This study investigates the role that technology might play in addressing this limitation using online PBL and FA in a media-creation course in a Thai university. Participants were undergraduate, pre-service teachers preparing to teach English as a foreign language. Objectives included the local design and implementation of online PBL and FA; identification of pre-service teachers’ (n = 28) post-implementation perceptions of the convenience, benefits and barriers of this form of learning; perceptions of their PBL skills and; post-implementation measures of PBL knowledge and skills compared with learners participating in a face-to-face section of the course (n = 30). Results revealed that the technology provided a foundational scaffold to support both the learners’ and the instructor’s activity and interaction. The design of a simple learning management system with communication and file-sharing tools supported not only the learners, but the instructor, not only the assessment, but the learning. Learners’ perceptions were positive and post-implementation measures of PBL knowledge and skill were significantly higher for the online section.
This paper reports on a study involving the design of a virtual community for informal learning a... more This paper reports on a study involving the design of a virtual community for informal learning about Thai herbs. The community relied on social networking tools and a database of expert knowledge as well as community coordinators. One group of coordinators (Community A) concentrated efforts in recruitment of members on those individuals most likely to be interested in Thai herbs. The second group of coordinators (Community B) recruited from among friends, family and acquaintances. Analysis and t-tests of measurement of membership, participation and knowledge building revealed higher rates for Community A. Results pertaining to the design of the virtual community , which showed that members mostly used the database, provide evidence to support the hypothesis that members' access to expert knowledge positively influences participation and knowledge building in a virtual community for informal learning. Results of the comparison of Community A versus Community B provide evidence to support the hypothesis that interest in the subject of the community positively influences membership, participation and knowledge building in a virtual community for informal learning.
The purpose of the study reported on in this paper was to design and test multimedia for deaf and... more The purpose of the study reported on in this paper was to design and test multimedia for deaf and hard of hearing (DHH) learners. The study focused on counting, addition and subtraction with grade one (age 7) DHH learners in Thailand. The multimedia created for the study was informed by design considerations for DHH learners of arithmetic and aimed to minimize cognitive load. Testing took place over a period of 16 weeks during which learners alternated between 2 and 3 week sessions of one hour per day with multimedia (numbers 1–10) versus 2–3 week sessions of one hour per day with the teacher (numbers 11–20). Results of the design included features such as non-essential use of text, reliance on non-symbolic objects, user control, and signals to relevant content. Results of testing showed that learning with multimedia resulted in higher scores than learning with the teacher (Z = 4.545, p = 0.000). Post-intervention interviews highlighted the role of motivation, ease of comprehension and independent learner control of the multimedia. The conclusion highlighted the need for multimedia design principles that reflect a more inclusionary focus on children with special needs such as those featured in this study.
Non-formal education (NFE) has a role to play in the education of marginalised groups such as out... more Non-formal education (NFE) has a role to play in the education of marginalised groups such as out-of-school adults. NFE is based in the discourse of lifelong learning with its agenda of economic growth and active citizenship. This discourse requires moving beyond traditional conceptualisations of primary, secondary and tertiary education to conceptualise lifelong learning as formal, non-formal and informal. Information and communication technologies (ICTs) can potentially support NFE, but not enough is known about this potential. This study investigated ICT use in NFE in rural Thailand. The study compared collaboration, content knowledge and satisfaction in a Career Education course between students learning face-to-face (F2F) versus students learning F2F with desktop computers (F2F+DT). We compared the same variables in an English in Daily Life course between students learning F2F versus students learning F2F with mobile phones (F2F+M). Comparisons of the F2F and F2F+DT modes revealed no significant difference in content knowledge, in students' perceptions of collaboration or in satisfaction. Comparison of the F2F and F2F+M modes revealed content knowledge and satisfaction were higher for the F2F+M mode but there was no significant difference for collaboration. Comparisons of F2F+DT with F2F+M revealed no significant difference for content knowledge or for satisfaction. The F2F+M mode was significantly higher for perceptions of collaboration.
Activity Theory is a tool that can help make sense of the complex changes taking place in higher ... more Activity Theory is a tool that can help make sense of the complex changes taking place in higher education because of the integration of technology. Unlike other theories, it allows for a focus that includes elements in the social, cultural, and historical setting in which the technology is used. In addition, it supports consideration of the practices of individual students and educators as well as practices at the institutional level. Activity Theory Perspectives on Technology in Higher Education presents a compelling theory that will be useful for researchers, academics, policy makers, administrators, and instructors interested in understanding and controlling the shifts that are occurring in education due to the integration of technology.
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Publications by Elizabeth Murphy
interdisciplinary team teaching (ITT). Participants were five teachers from a science and
technology-based vocational high school in Thailand. Qualitative data collection involved
focus groups, interviews and observations. Findings were grouped into the following
categories: teaching across disciplines; supportive and sharing relationships and roles;
communication and decision-making; benefits; and challenges. Findings suggest that the
interdisciplinary aspect may be achieved through engagement in project-based learning
(PBL). The PBL approach can provide both a shared purpose and a framework and
guidelines to support teachers’ planning. Findings also point to the value of shared
decision-making and leadership, and to the need for supportive relationships that take
into consideration professional and personal issues. Implications relate to the need for
open forms of communication that reflect trust, support and respect. Use of social media
to support communication and collaboration should be accompanied by guidelines and
rules established in advance by team members.
interdisciplinary team teaching (ITT). Participants were five teachers from a science and
technology-based vocational high school in Thailand. Qualitative data collection involved
focus groups, interviews and observations. Findings were grouped into the following
categories: teaching across disciplines; supportive and sharing relationships and roles;
communication and decision-making; benefits; and challenges. Findings suggest that the
interdisciplinary aspect may be achieved through engagement in project-based learning
(PBL). The PBL approach can provide both a shared purpose and a framework and
guidelines to support teachers’ planning. Findings also point to the value of shared
decision-making and leadership, and to the need for supportive relationships that take
into consideration professional and personal issues. Implications relate to the need for
open forms of communication that reflect trust, support and respect. Use of social media
to support communication and collaboration should be accompanied by guidelines and
rules established in advance by team members.
Activity Theory Perspectives on Technology in Higher Education presents a compelling theory that will be useful for researchers, academics, policy makers, administrators, and instructors interested in understanding and controlling the shifts that are occurring in education due to the integration of technology.