Abstract
<p class="0abstract">This paper discusses Design-Based Research (DBR) used to develop an innovation in a distance university. The innovation focuses on self-study through technology. It has results in 3 aspects which are 1) Instructors can assess knowledge and prepare the content from both internal and external learning sources in accordance with students’ needs, 2) Students can analyze their ability in order to plan successful online learning by themselves, and 3) Instructional designers can analyze, plan, design activities and select learning resources in accordance with the content and learning behavior. This paper describes the concept of DBR with the sample of "STOU Smartlearn" innovation design which is a smart evaluation system of Sukhothai Thammathirat Open University (STOU). The innovation was designed based on DBR process. It has been used with students and could be modified to suit students’ needs. The results of the two experiments with undergraduate students in the academic year 2018 and 2019 found that the effect size increased from .27 to .32.</p>
Highlights
Sukhothai Thammathirat Open University offers distance learning, which students mainly learn through media by themselves
The first experiment was conducted with 106 higher education students enrolled in the 52311 First Aid and Basic Treatment course, 2nd semester, the academic year 2018, for 15 weeks
Design-Based Research (DBR) was introduced to the development of STOU innovation, which has been improved and implemented to respond to learners' and instructors' needs
Summary
Sukhothai Thammathirat Open University offers distance learning, which students mainly learn through media by themselves. Organizing learning according to the learner's context, is essential. Each student has different learning abilities and learning styles. Most instructions were not designed to be tailored to each learner. It is necessary to analyze the different learners. The author chose to use Design-Based Research (DBR) to develop and improve teaching and learning in line with the learner's context
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