In this paper I look at my trial of internet use for student re-grading in a Bangkok Secondary School and focus on its level of effectiveness. I will also look at the context for the trial including obstacles in environment of the school, at the hardware and software used, at research supporting my use of internet and make recommendations for improvement.

1. Introduction
1.1 Internet use in Thailand
Introduced in 1987 through Universties for use by academics, internet use in Thailand has grown greatly. In 2004 the National Statistical Office reported that Thailand had around 4.5 million Internet subscribers, with the number growing by around 40 per cent a year (Ghosh, 2003). Many users are young people and teenagers. The National Electronics and Computer Technology Centre’s statistics show that 15 to 24 years olds were 51.9 percent of all Internet users in Thailand (Nimkannon, 2005). Young people surveyed spent up to ten hours a day online.

1.2 Internet use by the Ministry of Education in Thailand In a paper by Mr. Narongsak Boonyamalik , Monitoring and Evaluation Division, Bureau of Policy and Planning, Ministry of Education, he reported that of the 500,000 teachers in 35,000 schools under the Ministry of Education about 116,000 or only 21% of teachers/personnel have been trained in IT and of the country's total of 125,983 secondary education level teachers and education personnel, only 25,000 had been trained. (Author’s note: Paper is undated but appears to be before 2002-possibly 2001). Mr. Narong also said the total number of PCs used was nearly 200, 000 and more than 150,000 were used in learning/instruction process. While all universities in Thailand are connected to the Internet, by around 2001 only 22.50% of secondary schools were connected

2. Rationale for Submission for Regrading by Internet Project
I trialed use of internet as a learning tool for students in year10 in a Government Bangkok Secondary school. The school had 3,900 students from middle to lower-middle income groups.

The context in which I used web-based learning was that 42 out of 120 students in Year 10 needed to submit assignments for re-grading after having failed the subject of English Language. The 42 students concerned were a particular group of students who performed poorly in class and had low motivation.

I knew my students were keen internet users. They love to chat and download games and songs for recreation. This might be called a “Community of practice” who are groups of people informally bound together by shared expertise and passion for a joint enterprise (Snyder, 2000). As my own initiative, I decided to try to use the internet as the medium for students to submit their work to be regraded. I wished to use their favourite hobby for educational purposes. I thought this would be very attractive and engage them to motivate them to perform better. One of the reasons given for using internet for education is that it is interactive (Nicholson, 2003). I considered that using internet would encourage them to be actively involved, participate and respond in this small part of their learning process. I aimed to save time so that they did not have to attend class during their vacation “Improving flexibility in location” (Collis, 1999). My new idea to use internet for submitting assignment (innovation) contrasts with the attitude of many Thai teachers who wish to ban internet and chat for students although researchers and even the Ministry of Education have said that internet is a good learning tool, many Thai teachers wish to ban internet and students chatroom communication (Boonyamalik, 2003). Same as the ‘sceptical’ attitude described by Betty Collis in teachers at universities: “…the individual faculty member in higher education, with probably many year's experience in teaching his or her courses, may not be convinced of the immediate need or feasibility of changing his or her own way of teaching, of organizing his or her courses, of lecturing, handling student assignments, or giving examinations. The faculty member quite sensibly may be sceptical of general statements indicating that he or she should change his or her way of teaching. Change for change's sake? Change because of technology push? Change because of metaphor-push? (becoming a "virtual university")? Change because of politicians, who may be using "the need to change" as a pseudonym for reducing funding to the university?”(Collis, 1999).

3. Learning Activities
3.1 Course Objectives
1. The students will be able to access the internet and use it correctly.
2. The students will be motivated to hand in work and hand in work on time.
3. After reading the English language texts given, the students will be able to answers the questions.
4. The students will be able to write their routine activities in their diary in English.
5. The students will learn from their mistake and others’ mistake by viewing teacher corrections.

3.2 Student Activities/Learning Tasks
1. To surf information online though search engines.
2. To complete 3 simple tasks
- To translate a popular song from English to Thai
- To answer the questions given via internet tool, e.g. board, e-mail.
- To write a diary of a week in their life.
4. To post questions, to express ideas, to comment on board.
5. To participate online though chatroom and discuss topics relevant.
6. To submit assignment via internet :
- webboard : http://www.krubenny.com/xboard/index.php/
- E mail : cho_bkk@yahoo.com, cho_bkk1@hotmail.com

4. Hardware and Soft ware Requirements
The courses were delivered using a web-site, through a specially created website and home page (URL = http://www.krubenny.com). It was supported by classroom instruction in how to access the web-site and steps to take. The course relied on students working in their own time and finding their own access to computers. While some students have home computers, many other access internet through internet shops, which are on every street corner in Bangkok and cheap.

4.1 Software Technical Requirements
The home page was accessed through the main server ASIAWEB : http://www.asiaweb.co.th and bandwidth rented of 200 GB.

Figure1 host server

1. Web Hosting Type Unix 2 located in Thailand
- Linux Redhat 7.3 server running Apache web server
- 200 MB disk space
- Server Software : Windows 2003
- Unlimited POP3e-mail accounts using web-based e-mail application
- Data transfer 10 GB/month
- mySql database support, PHP4, JSP web application
-Dual Intel XEON2 GHz, 2 GB DDR-RAM, 400MHz FSB, RAID5 backup system
2. Domain name “krubenny.com” url = http://www.krubenny.com
3. User Browser Required : IE4+ / Netscape6+



Figure 2 WS_FTP uploading data to host server

- Encode HTML language by The EditPlus2 Editor and decode by Internet Explore Browser, version6. The information was stored and dataed by mySql database and uploaded to host server by WS_FTP professional.



Figure 3 mySql database

4.2 Hardware Technical Requirements
Minimum hardware recommendations are computer with
-Pentium 2+
-Ram ddr 256 mb
- Memory 40 GB disk space
software aplication, winXp pack1/2, win Me

5. Learning Tools
5.1 Classroom Support (scaffolding)
Students were introduced to assignment in class by face to face teaching and the process of accessing internet and uploading their work explained to them.

5.2 On line Communication Tools



Figure 4 Homepage

Readings were provided on the Home page.



Figure 5 : Songs

Also, songs linked to the site.



Figure 6 : Chat rooms

Chat Rooms
Virtual Rooms were assigned for each class Mattayom 4 (1- 4) to post their work



Figure 7 web board (forum)

Post web board
• Students could easily post homework to this familiar web tool
• Other students and could read what has been written and post comments and corrections.
• Common mistakes could be seen and students were able to learn from each others’ mistakes.
• Post boards are a cheap and readily available option for interaction on line.
• Students can readily can write their homework in word and cut and paste to the board.

6. Outcome
6.1 Positive:
Students were enthusiastic and completed and posted their work very quickly. (Interestingly, many students’ diaries showed that they spend several hours a day on the internet.) I was able to see students’ most common mistakes clearly and revise my learning plans to correct these mistakes. It was obvious when students had copied others’ work. Students were able to listen to songs as well as read text of songs they had to translate.

6.2 Negative
Parents complained to teachers that internet use should not be encouraged because it involved extra spending for parents. Some teachers did not understand that internet could be used for educational purposes. My experience here was similar to that described by Some students copied the work of others.

7. Evaluation 7.1 Pre-test / Post-test
7.2 Participation on Chat Room and Web board
7.3 Tasks accuracy (from tasks submitted)

8. Review of my project in relation to educational theory
I will review in relation to points below.
8.1 Learning Engagement
Bkk- Post/ Betty Collis
8.2 Learning Flexibility
Betty Collis
8.3 Content
I will look at Designing Interactive Activities, Learner Interaction-below
Learner to Content
Guidelines for supporting learner to content interaction include:( Nicholson, 2003).
• Provide an overview or visual map of the course content
• Organize materials to support the sequence of the course objectives
• Include a student guide that explains how to work through the content - I explained in class
• Link to additional or supplementary resources I linked music versions of songs to English texts supplied by me.
• Incorporate self-grading quizzes, thought provoking questions, or active practice exercises I did not do this but is a good idea for future

8.4 Interactivity
Due to some obstacles, I did not do enough Learner Interaction.

8.5 Introducing innovation to educational setting (Betty)
10. Recommendations
Review mine in terms of below

Learner to Instructor
The foundation for learner to instructor interactions is the inclusion of well-developed questions. These questions should guide learners from basic knowledge and recall of material to the application and synthesis of material.
Questions should:
• be planned and sequenced to support the learning objectives
• keep the learners alert and attentive stimulate thinking
• provide testing cues
• guide learner thoughts
• help determine learners' levels of understanding.

Learner to Learner
Collaborative learning is a powerful and enriching learning experience. This type of interaction encourages the development of an online learning community that supports the sharing of goals, interests, and knowledge among learners. Web-based activities that support learner to learner interactions include:

• threaded discussions
• group projects and presentations
• serving as a discussion moderator
• online debates
• synchronous discussions or virtual chats
• "whiteboard" design projects

9. Recommendations for improvement
I will add more here on Learner Interaction stuff above- esp no 3 On line chat-discussion I did not include enough interactivity. If I had had an online discussion students would have been happy to join and I could have ensured they learn from their mistakes and others mistakes.

Parents and Teachers Complaints
I should have prepared a meeting to explain about educational use of internet or given students a letter to take to their parents explaining this.

I should have made alternative internet access provisions for students from low income families.

10. Conclusion
In concluding, as has been described above that NBL has many special characteristic suited to the needs of learners and works effectively both in formal and informal education systems. Most importantly NBL offers flexible learning convenient to the learner's diverse lifestyles in different places through internet tools such as Web-sites, Chat rooms, E-mails and others. It offers great possibilities for interactive teaching and learning, for assisting presentation and storage of information.

However, teachers must be aware of weaknesses as well as strengths of NBL as it is one of new technologies. Teachers should try to make sure that the technologies they select are appropriate. Knowing how to integrate NBL into curriculum is a critical skill for teachers. It is not possible to simply transfer a curriculum designed for classroom to the internet. Although the NBL has many special capacities, teachers should apply it thoughtfully.

I agree with Collins (1999) that “good teaching is never easy. Changing one’s way of teaching is never easy. Handling new technologies is never easy.” I consider that my students benefited a little bit from my new approach. In future I hope my study will improve my design of web based learning.

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References

1) IT Asia 1 (Online) News: Thailand to link 7,300 more schools to Internet By Nirmal Ghosh , Straits Times 16 Jun 2003 Available
IT AsiaOne - News
Accessed 3/8/2005

2) Using the Internet intelligently, ORATIP NIMKANNON, Learning Post|, Bangkok Post The Post Publishing Public Co., Ltd.
Education and language education and in Thailand
Last modified: April 12, 2005 Accessed 5/8/2005

3) Performance Indicators Workshop Presentation, Thailand Country Paper, Mr. Narongsak Boonyamalik, Monitoring and Evaluation Division, Bureau of Policy and Planning, Ministry of Education ICT in Education Home Page, UNESCO (online), Available
UNESCO Bangkok: Thailand
Undated Accessed 3/5/2005

4) Communities of Practice: The Organizational Frontier. (a new business management aid Etienne C. Wenger; William M. Snyder. Harvard Business Review, Jan 2000 v78 i1 p139 (online) available
The University of Wollongong Library
Accessed 5/8/2005

5) Designing Interactive Activities, Learner Interaction (online) Available:
Designing Interactive Activities
copyright 2003 Mary J. Nicholson, last revised June, 2003

6) Betty Collis, New didactics for university instruction: why and how? Science Direct (Online) Faculty of Educational Science and Technology, University of Twente, Postbox 217, 7500 AE Enschede, The Netherlands Available online 4 January 1999. Available:
Electronic resources login page - University of Wollongong Library
Accessed 5/8/2005

7) Using the Internet intelligently, ORATIP NIMKANNON, Learning Post|, Bangkok Post The Post Publishing Public Co., Ltd.
Education and language education and in Thailand
Last modified: April 12, 2005 accessed 5/8/2005

8) Betty Collis, New didactics for university instruction: why and how? Science Direct (Online) Faculty of Educational Science and Technology, University of Twenty, Postbox 217, 7500 AE Enschede, The Netherlands Available online 4 January 1999. Available:
Electronic resources login page - University of Wollongong Library
Accessed 5/8/2005

9) Designing Interactive Activities, Learner Interaction (online) Available:
Designing Interactive Activities
copyright 2003 Mary J. Nicholson, last revised June, 2003. Accessed 6/8/2005