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The Web-Based Instruction Model by Using Problem-Based Learning to Enhance Digital Literacy for Undergraduate Students |
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| รหัสดีโอไอ | |
| Creator | Thida - Saechan |
| Title | The Web-Based Instruction Model by Using Problem-Based Learning to Enhance Digital Literacy for Undergraduate Students |
| Contributor | Narong Sompong |
| Publisher | Klungnana Vitthaya Press |
| Publication Year | 2562 |
| Journal Title | Journal of Information Science |
| Journal Vol. | 37 |
| Journal No. | 2 |
| Page no. | 21-43 |
| Keyword | Web Based Instruction, Problem Based Learning, Digital Literacy |
| URL Website | https://www.tci-thaijo.org/index.php/jiskku/index |
| Website title | Journal of Information Science |
| ISSN | 22288457 |
| Abstract | This experimental research aimed at 1) developing a web-based instruction model using problem-based approach to enhance digital literacy skills of 36 junior students in the academic year of 2018, and 2) evaluating its effectiveness. The study was divided into 3 phases. The first one was the development of a web-based instruction model using problem-based teaching method to enhance the students' digital literacy competence. The creation of the website based on the model was conducted in the second phase. In the last phase, the assessment of the web-based model effectiveness was conducted. The experiment group comprised 18 students randomly selected to take the web-based instruction using problem-based learning approach, and the other 18 were put in the control one attending a regular web-based teaching classes. The instruments employed in the study included the web-based instruction using problem-based learning approach, the web-based instruction, and digital literacy assessment test, and its data were statistically analyzed using mean, standard deviation and t-test. The findings revealed that the suitability of the web-based instruction using problem based learning approach to enhance digital literacy was found to be at the optimal level, and the students of the experimental group scored higher in the test than those of the control one as statistically significant as .05. In addition, as indicated in the effectiveness index, the experimental group learners showed their higher digital literacy development at 69%. |
