2010 Volume 33 Issue 1-2 Pages 11-21
We evaluated the effectiveness of learning and teaching processes by focusing on course design and students' learning performance. The case study analyzed here was a distance learning project, in which Thai and Japanese grade 10 students studied how to use MX Flash, a software application used for the creation of animations, from the introductory use to the ability to make a short animation. In designing the course prior to implementation, the theoretical frameworks such as Constructivism theory and Bloom's Taxonomy were examined and discussed. From these perspectives, effective course design was determined by teaching content, conditions of teaching and learning processes, and media usage. The whole course was divided into learning processes and the pedagogical goals. In the learning processes were classified, with the following three stages: (1) a traditional lecture; (2) self-learning; and (3) collaborative learning. At the end of each class, the students were asked to evaluate the course with regard to the three domains of (1) comprehension, (2) cognitive load, and (3) motivation, using a 4-point Likert scale. Based on their responses, a panel data analysis was adopted to verify the appropriateness of course design and to examine factors promoting or obstructing students' learning performance.
