User-Centered Design for an Online Learning
Saranya Saetang
Saranya Saetang*, Department of Computer Science, Faculty of Liberal Arts and Science, Kasetsart University, Nakhon Pathom, Thailand.
Manuscript received on July 21, 2020. | Revised Manuscript received on August 10, 2020. | Manuscript published on August 10, 2020. | PP: 433-436 | Volume-9 Issue-10, August 2020 | Retrieval Number: 100.1/ijitee.J75990891020| DOI: 10.35940/ijitee.J7599.0891020
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Online learning has been studied for a long time. It has many benefits and challenges. In the period of COVID-19 spreading, many universities and schools have more concerns for their students of the virus infection. Thus, the online classroom has been set to be a teaching method for students. However, it is quite a new normal practice, especially in Thailand, to have an online instead of a face-to-face classroom. Therefore, this study is a path for preparing to conduct online learning. This study aims to provide guidelines to design effective online learning based on students’ opinions. By analyzing the open-end questionnaires with 37 participants, the results reveal that blended learning is the most preferred learning pedagogical approach. Moreover, the metaphor factors, including subjects’ characteristic, class period, class size, activities and assessment that were suitable for online learning according to the students’ opinion, were suggested. Finally, some obstacles that students have faced in online learning were presented, and some solutions were proposed.
Keywords: Privacy invasion, Reaction, Technology, Thai students.
Scope of the Article: Software Analysis, Design and Modelling