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Enhancing the sense of community and learning experience using self-paced instruction and peer tutoring in a computer-laboratory course
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In its second decade of education reform and its third cycle of national ICT master plans, Thailand struggles to transform its aspirations into practice. This paper chronicles three decades of Thailand's ICT national plans and their relation to education reform. It also discusses the effect of global trends, Asian cultures, and Thai cultures on teaching and learning in higher education. After discussion of existing literature on technology integration in Thailand higher education, this study proposes alternative classroom instructional strategies in a large computer laboratory course, using self-paced learning and peer tutoring. The strategies are grounded in constructivist learning theory which can foster a sense of classroom community, and thereby promote learning. The Classroom Sense of Community Indexwas utilised to measure student perceptions of classroom connectedness, learning, and community in traditional and alternative instructional approaches. Results indicated significant differences in two indices: connectedness and community. Although there was no significant difference in the learning index between the two groups, descriptively the scores were higher for the alternative instructional approaches group. The results imply that the proposed instructional choices have the potential to foster a sense of community and support learning.
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“However, they found that peer tutoring helped to reduce anxiety, and increased meta-cognitive skills, empathy, and a sense of community.”
From Collaborative Online Learning across Cultures: the Role of Teaching and Social Presence (2022) · cites this paper as Buraphadeja & Kumnuanta, 2011
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Buraphadeja & Kumnuanta (2011) stressed the importance of participation and collaboration and referred to five relationships: student-to-student, academic-to-student, student-to-others, academic-to others and others-to-others.”
From Collaborative Online Learning in the Cultural Context of South East Asia: A Systematic Review (2020) · cites this paper as Buraphadeja & Kumnuanta (2011)
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“In their study online scaffolding did raise a sense of community and improved attitudes of students towards learning and thus changed the behavior of Thai students, which were according to the author usually more passive learners.”
From Collaborative Online Learning in the Cultural Context of South East Asia: A Systematic Review (2020) · cites this paper as Buraphadeja & Kumnuanta, 2011
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
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“A number of authors (e.g., Alias, 2012; Buraphadeja & Kumnuanta, 2011; Usman, & Y., 2018) referred to theories of collaborative learning. Such theories were the developmental theory of Vygotsky (1987), the cognitive-elaboration theory (Barndon & Hollingshead, 1999) as well as the situated learning theory (Lave & Wenger, 1991) and the community of practice (Wenger 1998”
From Collaborative Online Learning in the Cultural Context of South East Asia: A Systematic Review (2020) · cites this paper as Buraphadeja & Kumnuanta, 2011
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
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“Nawa (2018) who studied Thai students' attitudes towards e-learning stressed that values change over time, referring to Buraphadeja & Kumnuanta (2011) who conducted a study in Thailand showing lower power distance, lower masculinity, higher individualism and higher uncertainty avoidance as compared to Hofstedes' original study (1991).”
From Collaborative Online Learning in the Cultural Context of South East Asia: A Systematic Review (2020) · cites this paper as Buraphadeja & Kumnuanta (2011)
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“According to Buraphadeja & Kumnuanta (2011) Thai pedagogy can be seen as an obstacle towards e-learning fostering rote learning and respect towards the teacher”
From Collaborative Online Learning in the Cultural Context of South East Asia: A Systematic Review (2020) · cites this paper as Buraphadeja & Kumnuanta (2011)
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
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“Results showed that online learning could increase a sense of community and students' perceptions towards learning”
From Collaborative Online Learning in the Cultural Context of South East Asia: A Systematic Review (2020) · cites this paper as Buraphadeja & Kumnuanta (2011)
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“One of the reviewed studies (Buraphadeja & Kumnuanta, 2011) referred to Topping (1996) who linked peer tutoring to social constructivism stressing its advantages of social interaction with experienced guiding which could lead among others to greater sense of ownership of learning and empathy.”
From Collaborative Online Learning in the Cultural Context of South East Asia: A Systematic Review (2020) · cites this paper as Buraphadeja & Kumnuanta, 2011
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“Buraphadeja & Kumnuanta (2011) emphasized that despite pervasive use of technology in Thailand and the promotion of using e-learning in education, studies have shown low e-learning readiness and instructors' reluctance to use e-learning and to face changes in learning.”
From Collaborative Online Learning in the Cultural Context of South East Asia: A Systematic Review (2020) · cites this paper as Buraphadeja & Kumnuanta (2011)
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“that may lead to passive learners receiving input from the teacher and asking fewer questions.”
From Collaborative Online Learning in the Cultural Context of South East Asia: A Systematic Review (2020) · cites this paper as Buraphadeja & Kumnuanta (2011)
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“Another study emphasized that in the Thai context the teacher would be often seen as a second parent (Buraphadeja & Kumnuanta, 2011).”
From Collaborative Online Learning in the Cultural Context of South East Asia: A Systematic Review (2020) · cites this paper as Buraphadeja & Kumnuanta, 2011
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“Buraphadeja & Kumnuanta (2011) argued that peer tutoring could increase meta-cognitive skills and several higher order thinking skills, reduce anxiety, increase self-esteem and empathy and foster a sense of community.”
From Collaborative Online Learning in the Cultural Context of South East Asia: A Systematic Review (2020) · cites this paper as Buraphadeja & Kumnuanta (2011)
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“Further, authors argued that online learning would make it more difficult to convey respect for the authority or the older.”
From Collaborative Online Learning in the Cultural Context of South East Asia: A Systematic Review (2020) · cites this paper as Buraphadeja & Kumnuanta (2011)
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Research works printed but not linked: 24
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- Wittrock, M. C. (1979). The cognitive movement in instruction. Educational Researcher, 8(2), 5-11. http://www.jstor.org/pss/1174411 Authors: Dr Vasa Buraphadeja Martin de Tours School of Management and Economics, Assumption University 88 Moo 8 Bang Na-Trad Km. 26, Bangsaothong, Samutprakarn, Thailand, 10540 Email: vasabrp@au.edu Web: http://www.au.edu/ Jirang Kumnuanta Mae Hong Son College, Chiang Mai Rajabhat University 236 Moo 3 Pangmoo, Mueng, Mae Hong Son, Thailand, 58000 Email: jirangk@gmail.com Web: http://www.cmru.ac.th/ Please cite as: Buraphadeja, V. & Kumnuanta, J. (2011). Enhancing the sense of community and learning experience using self-paced instruction and peer tutoring in a computer-laboratory course. In Hong, K. S. & Lai, K. W. (Eds), ICT for accessible, effective and efficient higher education: Experiences of Southeast Asia. Australasian Journal of Educational Technology, 27(Special issue, 8), 1338-1355. http://www.ascilite.org.au/ajet/ajet27/buraphadeja.html
Cited by
Sorted by citations
Grothaus, C., Dolch, C., & Zawacki-Richter, O. (2021) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v16i20.24263 · Cited by 19
Collaborative Online Learning across Cultures: the Role of Teaching and Social Presence
Grothaus, C. (2022) · Qualitative Research in Education · doi:10.17583/qre.10474 · Cited by 18
“High power distance societies have been associated with practices of rote learning and teacher-centered education, with lecturers discouraging critical discussions (Buraphadeja & Kumnuanta, 2011).”
InfluentialCollaborative Online Learning in the Cultural Context of South East Asia: A Systematic Review
GROTHAUS, C., & ZAWACKI RICHTER, O. (2020) · Hacettepe University Journal of Education · doi:10.16986/huje.2020062020 · Cited by 11
“Buraphadeja & Kumnuanta (2011) stressed the importance of participation and collaboration and referred to five relationships: student-to-student, academic-to-student, student-to-others, academic-to others and others-to-others.”
Influential
Metadata
- Authors
- Buraphadeja, V., & Kumnuanta, J.
- Affiliations
- Assumption University (TH)
- Chiang Mai Rajabhat University (TH)
- ORCID
- Buraphadeja, Vasa
- Venue
- Australasian Journal of Educational Technology
- Published
- 2011-12-23
- Volume
- 27
- Issue
- 8
- ISSN
- 1449-3098 (ISSN-L)
- 1449-5554
- OpenAlex
- W2123771478
- Cited by
- 24
- References
- 0
- Citations by year
- 2026: 1 · 2024: 1 · 2022: 3 · 2021: 1 · 2020: 3 · 2019: 3 · 2018: 3 · 2016: 2 · 2015: 1 · 2014: 4 · 2013: 1
- FWCI
- 9.23
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by-nc-nd
- Locations
- Australasian Journal of Educational Technology (publishedVersion, cc-by-nc-nd)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Innovative Teaching Methods
- Keywords
- sense of community, self-paced learning, peer tutoring, constructivist learning theory, teaching methods, technology integration in higher education, educational reform, Thai culture, learning experience
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