Kasetsart Journal of Social Sciences 38 (2017) 297e306

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Kasetsart Journal of Social Sciences

journal homepage: http://www.elsevier.com/locate/kjss

Development of a problem-based learning model via a virtual

learning environment
Rojana Phungsuk*, Chantana Viriyavejakul, Thanin Ratanaolarn
Faculty of Industrial Education, King Mongkut's Institute of Technology Ladkrabang, Bangkok 10520, Thailand

a r t i c l e i n f o a b s t r a c t

Article history: The primary objective of this research was the development of a problem-based learning
Received 7 October 2016 model using a virtual learning environment (VLE) for undergraduate students in the
Received in revised form 19 January 2017 Photography for Communication Arts course. The model supports and enhances students'
Accepted 28 January 2017
learning, achievements and problem-solving skills. An efficiency test for the model
Available online 1 March 2017
revealed an above average set of criteria at 80/83.93, which conformed to the research
hypothesis. The principles of instructional systems design (ISD) and systems approach
Keywords:
were integrated into the design and assessment phases of model development, which
learning management systems,
resulted in more effective management of relevant instructional courses and materials.
Moodle,
Based on its efficiency and potential application to real-life situations, the model has been
problem-based learning,
deemed suitable by experts. The selected student group in the problem-based learning
social networks,
model via VLE achieved higher test scores compared to a group of students in a normal
virtual learning environment
classroom with a statistical significance of .05. Because students learn using models that
promote self-awareness and make it possible to choose their own topic of study employing
resources provided by VLE, an assessment of their work quality found that they gained
more knowledge of information technology as well as access to up-to-date information.
Students are able to choose the most comfortable time to study. The model encourages
students to learn through participation, practice problem-solving skills on an individual
basis, and exchange ideas with other members of a group. The virtual environment in-
volves many forms of media and materials that stimulate students' interest in learning and
results in higher satisfaction. The gap in the communication channel between students
and teachers is reduced due to easier and more informal communication.
© 2017 Kasetsart University. Publishing services by Elsevier B.V. This is an open access
article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/
4.0/).

Introduction knowledge. Problem-based approaches to learning have a

long history of advocating experience-based education.
Problem-based learning (PBL) is a student-centered Psychological research and theory propose that having
pedagogy in which students learn about a subject by students learn through problem-solving experience allows
attempting to find a solution to an open-ended problem. As them to learn the content as well as new thinking
found by research conducted by Hmelo-Silver (2004), stu- strategies.
dents practice both thinking strategies and domain PBL is also an active way for students to learn basic
problem-solving skills and acquire knowledge through
interaction with others, a key skill demanded by nearly
every work environment. Students learn within small, self-
* Corresponding author.
directed groups to define and carry out specific tasks, either
E-mail address: ph_rojana@hotmail.com (R. Phungsuk).
Peer review under responsibility of Kasetsart University.
real-life or study-based. In research conducted by Loyens,

http://dx.doi.org/10.1016/j.kjss.2017.01.001
2452-3151/© 2017 Kasetsart University. Publishing services by Elsevier B.V. This is an open access article under the CC BY-NC-ND license (http://
creativecommons.org/licenses/by-nc-nd/4.0/).
298 R. Phungsuk et al. / Kasetsart Journal of Social Sciences 38 (2017) 297e306

Kirschner, and Paas (2011), PBL represented a major solving complex problems effectively in real time using
development in educational practice that continues to unique and carefully-designed solutions.
impact courses and disciplines worldwide. The roots of PBL Etherington (2011) reported on the success of using a
date back to the mid-1960s at McMaster University Medical problem-based learning approach in teaching primary
School in Hamilton, Canada (Loyens et al., 2011). science, stating that it had replaced the traditional content-
According to Pumahapinyo and Suwannatthachote driven syllabus in 2010 for an evaluated group in New
(2014), various forms of technology are used to facilitate South Wales. It was also discovered that the PBL course had
e-learning, with most applications using a combination of a positive impact on pre-service teachers' motivation to
techniques such as blogs, collaborative software, e-Portfo- teach scientific ideas within a real world context.
lios, and virtual classrooms. Particularly for higher educa- In problem-based learning, students apply an ‘inquiry
tion, an increasing tendency is to create a virtual learning method’ to seek knowledge and solutions through the
environment (VLE) in which all aspects of a course are questioning and investigation of locations, objects, people,
handled using a consistent and standard interface books, evidence and information. Therefore, a learning
throughout the institution (e.g. Moodle, Schoology, process can result from seeking a solution or setting a
Edmodo). This is consistent with Mun ~ oz and Towner question that is collaboratively and carefully selected by a
(2009), who suggested that students are heavily group of students and their lecturers. The problem is
immersed in Web 2.0 technology (i.e. blogs, twitter, pod- determined to be the starting point for the learning pro-
casts, wikis, social network sites, virtual worlds, video cess, which motivates students to keep investigating so
sharing and photo sharing). Educators are also turning to they can better understand the mechanics of the problem
Web 2.0 tools, drawing upon their abilities to assist in as well as the solution.
creating, collaborating on and sharing content. This is consistent with Newble and Clarke (1986), who
The cutting edge technology called Moodle's Learning concluded that problem-based learning leads to a deeper
Management System (LMS) was selected at Massey Uni- approach to learning. A significant amount of evidence
versity, which was eventually renamed Stream. Today, LMS supports the value of active and cooperative learning
is used extensively for the delivery of blended learning for (Johnson, Johnson, & Smith, 1998).
internal and distance-learning students across the vast An educational virtual classroom environment has been
majority of the university's courses and programs. As part defined as one that affords the potential to carry out
of this process, the virtual learning environment has asynchronous and synchronous learning, while problem-
recently been integrated into the teacher's toolkit of based learning (PBL) is used as the process to implement
teaching tools. the planned scenarios, such as case studies, as well as to aid
According to Oxford University Press (2015), a virtual learning in a multi-disciplinary or multi-skills context
learning environment (VLE) is a system for delivering (Bignell & Parson, 2010).
learning materials to students via the web. These systems Despite clear evidence, there is an ongoing debate
include assessment and student tracking features, as well concerning the usefulness of asynchronous versus syn-
as collaboration and communication tools. They can be chronous e-learning (Hrastinski, 2008). Simply stated,
accessed both on and off-campus, meaning that the system asynchronous learning might be considered an older form
can support students' learning even outside the lecture of e-learning in 2016, with students using email or dis-
hall, 24 h a day, 7 days a week. cussion boards as the medium of communication. This is
In Thailand, Phanich (2012) suggested that younger because technology has ‘moved on’ with the advent of
generations of Thai people have characteristics that de- smartphones and 3G/4G standards, which have made
mand the freedom to select what they want in order to synchronous learning and communication more
express their personal opinions and individuality. They commonplace around the world, including in Thailand.
consider play and enjoyment in conjunction with aspects of Discussion boards are being replaced with real-time,
work, learning, and socialization. This involves the demand interactive learning management systems (LMS) such as
for rapid communication, the ability to search for infor- Schoology and Moodle, or social networking tools such as
mation and answer questions, and the creation of innova- Line.
tion for everything in life. Therefore, the link between While technological differences abound, social network
social network learning and 21st century skills has been sites (such as Line, WhatsApp) are ‘web-based services that
proven (Greenhow, Robelia, & Hughes, 2009) and VLEs allow individuals to (1) construct a public or semi-public
offer increased potential for resolving current educational profile within a bounded system, (2) articulate a list of
problems. other users with whom they share a connection, and (3)
view and traverse their list of connections and those made
Literature Review by others within the system’ (Boyd & Ellison, 2008).
In this new social era, learning and innovation skills are
Problem-based Learning vital. Learners must seek self-training and development in
an effort to enhance their skills. This ‘learning by doing’
The more the focus is on developing students who can technique prepares learners for their future careers (Sun &
devise effective solutions to real-world problems, the more Kang, 2015). The skills comprise the 4Cs: Critical Thinking,
successful those students will become. This is what Crocket Communication, Collaboration, and Creativity.
(2012) articulated for the ‘Global Digital Citizen Founda- The Thailand National Education Act of B.E. 2542 (1999)
tion’ with the concept of ‘Solution Fluency’, which concerns stipulates that education should be focused on all aspects
 R. Phungsuk et al. / Kasetsart Journal of Social Sciences 38 (2017) 297e306 299

for the full development of children and youth, including through the use of technology are totally dependent on the
knowledge, morality, and learning processes so that they ways they are employed pedagogically by an educator.
can sustain themselves in society and be capable of self- The literature review of articles and researches related
learning on a continuous basis into the future. Section 66 to virtual learning environments found that the students in
of the Act stated that Thai national policy is for students to this study already possessed information technology and
have the right to develop their capabilities for utilization of communication skills, meaning they possessed the ability
educational technologies. Such utilization can provide to use social media effectively. VLE replaces and fosters
sufficient knowledge and skills in using technology for the tradition learning. Education nowadays relies on students
acquisition of knowledge on a continual and lifelong basis. being able to use online learning applications effectively.
From a literature review of articles and researches After a review of the literature, the following research
concerning problem-based learning, it has been discovered objectives were established:
that the learning model enhances the learning results of
students. It also encourages self-study by using problems to Research Objectives
encourage understanding as well as discovery, which al-
lows higher quality and more efficient work to be 1. To study the situation and problems of traditional
produced. learning in order to restructure the development of a
problem-based learning model to incorporate a virtual
learning environment for undergraduate students tak-
Virtual Learning Environments (Learning Management ing the Photography for Communication Arts course.
Systems) 2. To develop, improve and gain acknowledgement for the
problem-based learning via virtual learning environ-
As previously established, VLEs can also be referred to as ment model.
LMSs (Learning Management Systems). They are both 3. To analyze the results of applying the problem-based
technologically rooted in what is often referred to as the learning via virtual learning environments model.
‘Web’. However, the ‘Web’ is not the same as the Internet,
though the terms are often mistakenly used interchange-
ably. For the purposes of this research, the ‘Web’ is defined
as any software that runs on the infrastructure known as Methodology
the ‘Internet’. Software on the ‘Web’ can take countless
forms. For educational use, common software/platform The methodology section has been presented in a table
names, including Moodle, Edmodo, Schoology, WordPress, format for easier visualization and understanding of the 3
and Google Apps for Education, are used frequently. This is phases in the research (Tables 1 and 2).
the ‘Web’ for educators.
A VLE application gaining in popularity is ‘Google Apps Research Findings
for Education’, with Kannarik (2014) stating that it ‘will
take them (students) one step closer to living and thriving The researcher found that the results of Phase 1
in a virtual world, not just while they are students here, but demonstrated that students found it hard to be interested
after graduating as well’. In another study by Pumahapinyo in learning materials and courses in class. However, the
and Suwannatthachote (2014) concerning the factors students' interest was piqued subsequent to implementa-
affecting the innovation-decision making process in the tion of the model. Students were trained to search for the
adoption of an online graduate degree program, it was answer to a question on their own. Using this model, stu-
determined that there were nine factors affecting the dents were compelled to search for answers on their own
implementation of e-learning programs, including: 1) and, thus, able to retain what they learned for a longer
public relations, 2) course quality, 3) learning support period of time. There are various types of lessons that
focusing on technical staff, 4) technology support, 5) ability motivate students' learning. The internet provides students
for self-directed learning, 6) ease of use, 7) course flexi- with the opportunity to interact with the lecturer and other
bility, 8) learner support focusing on learning material and students. Further, it reduces limitations associated with the
media, and 9) reliability of measurement and evaluation. It place and time. The conceptual framework for the devel-
is interesting to note that these researchers also discussed opment of a problem-based learning via virtual learning
the overlapping nature of the terminology and grouped environment model is illustrated in Figure 1.
online education, virtual education, and virtual learning The research results from Phase 2 concerning the
environments (VLE)’ as ‘learning platforms’ (Pumahapinyo development of a ‘Problem-based Learning via Virtual
& Suwannatthachote, 2014). Learning Environment’ model are shown in Figure 2.
O'Donnell (2012) explored students' perspectives on the Two steps were utilized to achieve the results of the
transformations brought to higher education and specif- model efficiency test.
ically discussed VLE by the use of technology. From the Step 1: The model efficiency test was performed by six
research and responses received from students, it was clear experts, with three experts employed for problem-based
that students believed that the use of technology in higher learning, while the other three experts focused on virtual
education beneficially transformed learning. Despite this, learning environment systems. An assessment form with a
learning via technology will never replace a human 5-rating scale was used. The results showed satisfactory
educator. In essence, the benefits that can be achieved performance on the problem-based learning side at an
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Table 1
Methodology

Equipment Sources of information Research process

Phase 1: To study the situation and problems of

traditional learning in order to restructure
the development of a problem-based learning
model that incorporates a virtual learning
environment for undergraduate students
taking the Photography for Communication
Arts course
Guidelines for synthesizing relevant Relevant documents and research 1. Study and synthesize theories, doc-
document and research uments and researches that are
relevant to the problem-based
learning model and virtual learning
environment
2. Study the development process for
the problem-based learning via
virtual learning environment model
Report forms to evaluate learning situations for 1. Five lecturers, consisting of four males and Study the current educational model
the ‘problem-based learning via Virtual Learning one female, teaching the Photography for and develop a learning model for
Environment’ model and learning problems in Communication Arts course at Kasem Bundit undergraduate students in the
the Photography for Communication Arts course University, each with more than 5 years of Photography for Communication Arts
teaching experience course by in-depth interview and
2. Thirty undergraduate students in the Faculty analyzing the received results
of Communication Arts, Kasem Bundit Uni-
versity, taking Photography for Communi-
cation Arts during the 2556 (2013) academic
year were selected through Purposive Sam-
pling. School records were used to classify
students into groups: Ten students who
received an A grade, ten students who
received a B or a Bþ, and ten students who
received a C or Cþ. Male-to-female ratio was
approximately equal
Phase 2: To acknowledge and improve
the model for problem-based learning
via virtual learning environment
1. Draft of the problem-based learning 1. Three virtual learning environment experts 1. Design and development of the
via virtual learning environment model 2. Three problem-based learning experts learning model
2. The model's analysis tool Pointing out experts depends on their expertise 2. Develop a learning management
3. Assessment form for lessons conducted in the and their field of knowledge. In this case, their plan for the Photography for
‘problem-based learning via virtual learning knowledge on virtual learning environment and Communication Arts course that is
environment’ model problem-based learning relevant to the model, followed by
an efficiency test
3. Develop content for the course
suitable for the problem-based
learning class, followed by an
efficiency test
4. Develop a virtual learning environ-
ment system suitable for problem-
based learning, followed by an
efficiency test
5. Develop a data collection tool
Hypothesis testing tool Forty two undergraduate students from the The model's efficiency testing is
Faculty of Communication Arts, Kasem Bundit demonstrated in Table 2.
University, taking the Photography for
Communication Arts course during the 2013
academic year were selected through Purposive
Sampling. Their first semester GPAs (Grade
Point Average) were used to classify them:
Fourteen students were selected for their high
GPA, fourteen students were selected for having
an average GPA and fourteen students were
selected due to having a low GPA. Male-to-
female gender ratio was approximately equal
Model acknowledgement form 1. Three virtual learning environment experts Acknowledge the model
2. Three problem-based learning experts
Phase 3: To study the results after use of
the problem-based learning via virtual
learning environment model
 R. Phungsuk et al. / Kasetsart Journal of Social Sciences 38 (2017) 297e306 301

Table 1 (continued )

Equipment Sources of information Research process

1. Learning assessment test Sixty undergraduate students from the Faculty 1. Group 1 studies using problem-
2. Problem-solving skills test of Communication Arts, Kasem Bundit based learning models within the
University taking the Photography for virtual environment. Students can
Communication Arts course during the 2557 choose to learn whenever they
(2014) academic year were (2 groups of desire to within 4 weeks, from a
students had been selected by the selection total of 4 lessons. After that,
method of Cluster Sampling) students are required to do the
Group 1: Thirty students in the trial class with Learning assessment test and
the problem-based learning via virtual learning problem solving skills test. Group 2
environment model learns within an ordinary classroom,
Group 2: Thirty students studying problem- in front of the teacher and other
based learning in a normal classroom students. They are given 4 weeks,
learning once per week, 4 h per
lesson for a total of 4 lessons. After
that, they are required to do the
Learning assessment test and
Problem-solving skills test
2. Compare the results of both groups
and analyze with t- test dependent

average of 4.4. The research results also demonstrated very efficiency of the problem-based learning via virtual
good performance on the virtual learning environment side learning environments model met the standard with a
with an average of 4.6. scale of 80/83.93 (the standard scale is 80/80, with the first
Step 2: The model's efficiency test, using the Large 80 being the set standard and the latter 80 being the
Group Evaluation method with sampling, showed that the average score received).

Table 2
Efficiency testing process for the problem-based learning via virtual learning environment model

Equipment Sources of information Research process

Online lesson in virtual Purposive Sampling selects students Students are required to do a trial run of the problem-
learning environment with a good learning record, those with based learning via virtual learning environment model
an average learning record and those without class assessment. Round 1 uses the ‘One-to-
with a weak learning record. (School One’ evaluation method with 3 students as the sample
records were used to classify students 1. Students participate in the lesson while their
into groups of students who received an behavior is observed by the researcher regarding
A grade, those receiving a B or a Bþ, and their readiness, interest, and choice of communica-
those receiving a C or a Cþ. Male-to- tion channel
female ratio was approximately equal) 2. The researcher asks for feedback from the students
about the lesson
Online lesson within virtual Nine sample students: Three with a After improvement of the learning materials following
learning environment good learning record, three with an the first round of data collection, Small Group Evalua-
average learning record, and three with tion will be conducted with 9 samples
a weak learning record (Sample 1. Observe and record student behavior while on the
students from the ‘One-to-One trial run
evaluation’ process were not selected) 2. Students participate in the lesson while their
behavior is observed by the researcher regarding
their readiness, interest, and choice of communica-
tion channel
3. The researcher asks for feedback from the students
about the lesson
Quality assessment form to 1. Three problem-based learning 1. The researcher brings an improved model to
access online lessons within experts perform a quality assessment of problem-based
the virtual learning environment 2. Three virtual learning environment learning via virtual learning classroom experts
experts 2. The results are brought for analysis of statistics
In this study, 5-point Likert scales were 3. Average rating score of the assessment by six ex-
used to measure the level of agreement perts and Standard Deviation
with a given statement as they are able
to generate a higher degree of
dispersion as well as minimize neutral
responses. The responses ranged from
(1) strongly disagree to (5) strongly
agree)
1. Online lesson within Ten students with a good learning 1. The researcher brings an acknowledged model for
virtual environment record, ten students with an average use in a real classroom with sample students over 4
2. Testing paper learning record and another ten weeks. This is called a ‘Large Group Evaluation’
students with a weak learning record 2. Students are required to do the test
3. Analyze the data with the t-test dependent

Note: The study of a sample group at Kasem Bundit University was approved by an institutional review board
302 R. Phungsuk et al. / Kasetsart Journal of Social Sciences 38 (2017) 297e306

Figure 1 The concept framework for the problem-based learning model in a virtual learning environment

The research results after Phase 3 were obtained sub- when compared to students undertaking problem-based
sequent to the problem-based learning via virtual learning learning via a normal classroom, as demonstrated in
environment model being tested with undergraduate Table 3.
students in the Photography for Communication Arts From the test's hypothesis using t-test statistics to
course. The class was split into 2 groups comprised of a compare the difference between the independent variable
virtual learning environmental class and a normal class, of the two groups, including the group that participated in
with the normal class acting as a control variable. The PBL via normal classroom and the group in an ordinary
research found a difference in learning ability between the classroom, it was found that the t-value was 5.512, while
two. Students in the class utilizing problem-based learning the p-value was .27, which is less than statistically signifi-
via virtual learning environments received a higher cant at .05. This means that the hypothesis is acceptable.
average learning score with a statistical significance of .05 The learning result for the PBL via VLE group was higher

Figure 2 Problem-based learning model in a virtual learning environment

 R. Phungsuk et al. / Kasetsart Journal of Social Sciences 38 (2017) 297e306 303

Table 3 interest. The model has been developed from the idea of
Comparison of students in the problem-based learning via virtual learning learning by doing (self-study). Students will be allowed to
environment model and students in the problem-based learning via
normal class
choose problems they find interesting and attempt to
solve them. Subsequently, they solve the problem and
Group n x S.D. t p disseminate the successful solving procedure, which leads
Students taking the PBL 30 24.53 1.697 5.152 .27 to the development of their problem-solving abilities.
via VLE class Students can even attempt learning activities that seem
Students taking the PBL 30 21.73 1.143
beyond their abilities. The model reduces failure with
via normal classroom
every operational step. As a result, students can achieve
self-learning and eventually meet their instructional
than the result of the PBL via normal classroom group with objective.
a level of statistical significance at .05.
Preparation for a Virtual Learning Environment System
Conclusions and Discussion A virtual environment in internet-connected network
learning is set up for lecturers and students to interact
The results showed that problem-based learning via a online as if it were a normal classroom. Students interact
virtual learning environment enhanced learning ability and with each other and the lecturer through social media. The
problem-solving skills among students in the Photography five-component virtual learning environment (VLE) con-
for Communication Arts course. Student feedback toward sists of the following:
the model was positive, as it followed their interests and
used problem solving to stimulate learning. The group work 1. The Student/Learning Management System (SMS/LMS)
aspect tended to make them feel free of the classroom. The developed for the study helped manage all student in-
model was inspired by studying the concepts, theories, formation, including their personal profiles, activity
documents and relevant researches on problem-based progress reports, a student logging report, and a student
learning via a virtual learning environment. Subsequently, progress report. Moodle LMS was used for the study as it
guidelines for learning activities were created by analyzing is open source. Moodle LMS operates on computers as
the main concepts of the developed model. This was fol- well as smartphones, though most students nowadays
lowed by developing the processes for learning and teaching, access information from the internet with smartphones.
as well as by measuring and assessing the learning format. Conforming to statements made by Chana, Walkerb, and
Gleavesb (2014), young people are engaging with their
Input smartphones everyday. Therefore, learning occurs
constantly as it is interwoven with mobile practices.
Determining the Role of Students and Lecturers These new types of learning are different from learning
Determination of students' and lecturers' roles in the in a traditional classroom setting, but they are enabling
classroom is essential for maximizing the effectiveness of learners to navigate the structures and meanings of the
the model. The role of the student is the most vital and af- online world for the transposition of skills and knowl-
fects how learning is accomplished. Students have the task edge into the ‘real’ world.
of deciding what and how they want to learn following the 2. The Content System contained instructional documents
concept of ‘self-study’. This means students have to manage and programs, such as Adobe Acrobat and Desktop
their own time efficiently and be invested in every step of Author, which were used to create e-Book content and
the learning process. There are several studies on self- animated demonstrations for a series of activities.
control supporting the importance of a well-structured Lecturer demonstrations were performed through the
problem-solving process (Ge & Land, 2003; Shin, Jonassen, use of YouTube Live Streaming.
& McGee, 2003). Referenced studies have been conducted 3. The Communication System allowed students to
in various situations such as regular classrooms, hyperme- collaborate with each other through a synchronous
dia environments and web-based e-learning environments, medium, namely a chat room, when they were online
all of which demonstrated the relationship between self- (Hrastinski, 2008). Facebook was also employed as a tool
regulation and learning outcomes. The role of a lecturer in to communicate individually or in group discussions.
the model is to establish and manage instructional courses Recent technological improvements in telecommunica-
and materials in addition to arranging plans for students to tions have created additional opportunities for online
be ready for class. Lecturers facilitate and advise students in applications. One major development of web applica-
an attempt to persuade them to study using their full ability. tions, Wei 2, was the birth of social networking sites
Siemens (2005) explained that lecturers are the supporters (SNS). Examples of such SNS are Myspace, Facebook,
of learning and instrumental in the learning management of Linked n, Twitter, Flicker, Instagram, and WhatsApp. SNS
students. Meanwhile, the Virtual Learning Classroom will be promote interactions and allow users to communicate
the center of students' learning management and ensure information and experiences instantaneously (Boyd &
they work in groups to maintain learning progress. Ellison, 2008).
4. Resources included the website containing course con-
Lesson Preparation tent generated by lecturers and students, such as
Problem-based lessons have to be challenging for stu- animated working processes relevant to classroom les-
dents to stimulate their curiosity and facilitate their sons. Kyei-Blankson and Ntuli (2013) established a link
304 R. Phungsuk et al. / Kasetsart Journal of Social Sciences 38 (2017) 297e306

between active learning (i.e. were the assignments popularity among students (Chu & Meulemans, 2008),
‘interesting’ and ‘fun’) and course satisfaction. finding that the majority (90%) of Myspace and Facebook
5. The Evaluation System focused on the students‟ port- used it to communicate with others about school, pro-
folio, which was a collection of accomplished work, re- fessors, or courses.
ports, assignments, and activities recorded and
published both in the form of books and online content. Discussion
Mahara's ePortfolio system for files was also used to Discussion is very similar to brainstorming in that it is a
supplement Moodle's LMS. method that allows both the lecturers and students to hold
discussions, share opinions, and brainstorm ideas to solve a
The Process of Problem-based Learning problem. This helps enable students to think and speak
properly (Daft & Lengel, 1986) to investigate the effect of
Motivate online discussion forums on learning. The research found
This step prepared students to understand what they that the perceived richness of online discussion forums has
were learning and how to effectively utilize the knowledge a significant positive effect on student interaction and
gained, while at the same time creating activities that learning.
helped enable students to understand lesson objectives
more clearly. This is especially true for the course intro- Synthesis
duction, which is a very significant activity because sub- Synthesized thinking can help students create innova-
sequent learning activities can be successful if the course tion, while synthesized information is useful for expanding
introduction goes well. knowledge and helping students to apply others' ideas or
practices to further develop them without starting from
Concentrate scratch.
This step focused on the student's concentration and
determination to learn. Students needed to concentrate on Selection of Learning Issues
learning so that they could understand lessons, have better To decide a solution, group members have to join a
memory, learn faster, and successfully use ideas in doing meeting to consider the most accurate hypothesis for
their assignments. This is consistent with Wong (2015), who problem-solving by taking into account the synthesized
stated that successful students concentrated on learning the information. If there is more than one seemingly accurate
information, not on trying to get a certain grade. Creating a hypothesis, students are required to rank them according to
virtual classroom environment fully equipped with neces- probability.
sary tools and resources for studying and researching as
well as setting times for answering questions within a Performance
determined time are included in this step. After passing the above processes, students were
allowed to perform or take action. If there was any prob-
Interest lem, lecturers would give comments and offer suggestions.
Keeping students interested in the classroom and the This helped make students more confident and gave them
material being taught makes students want to learn and the opportunities to concretely apply their knowledge to
also makes lecturers feel confident to teach. To make stu- their work.
dents want to learn, a problem or case study must be
interesting enough and have many possible solutions so Present
that students can express their opinions and creative ideas. Students presented their work in this step. After the
Sample situations similar to a given problem can be used to presentation, lecturers and students discussed the learning
guide students through solutions without directly giving processes gained from theory and practice. Additionally,
them the answer. there were Q&A sessions to talk about opinions, which
lecturers subsequently summarized in an effort to help
Define Problems students understand what they had learned as well as give
Defining problems was like a mind map enabling stu- them advice on applying what they had learned.
dents to apply information in finding an answer.
Evaluation
Brainstorm Various kinds of evaluation were implemented. After
Sharing opinions among students lead the way to action students presented the solution or problem-solving
planning and finding the causes of problems. This is part of approach via a chat room lesson, lecturers would evaluate
cooperative learning, which is an educational approach not only their knowledge or finished work, but also the
that aims to organize classroom activities into academic acquisition process.
and social learning experiences. Presently, many students
use SNS to share information and knowledge, collaborate to Portfolio
complete homework assignments or projects, and discuss Portfolio was a systematic collection of basic personal
concepts and ideas. For example, students have used data and work resulting from actual practices, which was
Facebook groups as a learning management system (Wang, beneficial to learning development. Trace evidence clearly
Woo, Quek, Yang, & Liu, 2011). The use of SNS has gained reflected the real ability of each portfolio's owner.
 R. Phungsuk et al. / Kasetsart Journal of Social Sciences 38 (2017) 297e306 305

Public Suggestions for Further Research

In the final step of the study, publishing final projects
and work through online social media was a way to publicly 1. Study and compare the suitability of various teaching
present students' work. This allowed others to view, materials used for PBL via VLE learning.
comment on, and offer suggestions, while asking and 2. Study learning activities in PBL learning via online social
answering questions at the same time. networks, one of many sources of knowledge acquisi-
tion, since students currently use social networks on a
Output: Student Learning Achievement daily basis to communicate and search for information.

The results from testing the problem-based learning

model via virtual learning environment in the Photography Conflict of Interest
for Communication Arts course revealed that the learning
achievement of students using the problem-based learning There is no conflict of interest.
model via virtual learning environment saw a higher
average score than students using the problem-based
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