การพัฒนาสิ่งแวดล้อมทางการเรียนรู้บนเครือข่ายที่ส่งเสริมการรู้สื่อและสารสนเทศ สำหรับนักเรียนชั้นมัธยมศึกษาปีที่ 4 ในวิชาประวัติศาสตร์ไทย

Abstract

The purposes of this research were to design and develop the web-based learning environment on the topic of Thai history, to enhance media literacy skills of students studying through the web-based learning environment base, and to examine the opinions of students studying through the web-based learning environment  to promote media and information literacy. The target group were 20 students in Mathayomsuksa 4 at Banlanwittayakom School. This research embraced the design and development research of product and tools research by Richey & Klein (2007), dividing into three phases: Phase I was related to comprehensive design and project development; Phase II concerned design and development; and Phase III was a tool design and development and data analysis, which was carried out covering: 1) the quantitative data was collected to examine the students' media and information literacy using mean and standard deviation, and 2) the qualitative data was analyzed to determine the effects after the implementation, and the student opinions toward learning through the developed learning environment, using protocol analysis.

The findings were as follows:

1. The developed web-based learning environment base consisted of seven components: 1) problem situations, 2) learning resources, 3) information inquiry, 4) collaboration, 5) center for media and information literacy support, 6) scaffolding, and 7) teacher advice seeking.


2. The student media and information literacy skills were at a high level with 76.05 percent, which was in line with the objectives of the research


3. The student opinions toward learning through the developed learning environment involved three aspects: 1) design of the learning environment based on the constructivist. This approach encouraged learners to respond continuously, construct practical skills concerning problem solving, and proving opportunities for sharing knowledge among peers, 2) learning contents. The contents were organized adequately in accordance with the learning resources and responding to answers seeking, and create understanding in contents, and 3) web-based learning environment. The developed web-based environment was easily and conveniently access for seeking information, connected to contents of media and information, and served individual needs of various learning approaches.