Search results for author:"Ifeng Jeng"
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Knowledge Construction in Inservice Teacher Online Discourse: Impacts of Instructor Roles and Facilitative Strategies
Journal of Research on Technology in Education Vol. 39, No. 2 (2006) pp. 183–202
This study investigates how inservice teachers constructed new knowledge, the extent of knowledge construction achieved, and how instructors participated in and facilitated the online discussion to affect knowledge construction. One finding is that...
Engaging Students in Online Art Discussions: Effectiveness of Knowledge Construction and Instructor Facilitative Strategies
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 526–531
This study aims to investigate knowledge construction and instructor facilitative strategies at three different student engagement phases: learner-cooperative, learner-collaborative, and learner-led. One main finding shows that more advanced student ...
The Paradox of the World Wide Web in Education: An Investigation of the Links between Power, Knowledge, and Human Interest of Inquiry
Annual Meeting of the American Educational Research Association 1998 (April 1998)
In the current education literature, the World Wide Web, a subset of the Internet, has an image of freedom and liberation based on its capacity to transcend the conventional notions of time and space and its potential to offer unlimited educational...