Critical Thinking in Wikibook Creation with Enhanced and Minimal Scaffolds

Nari Kim

Educational Technology Research and Development Vol. 63, No. 1 (February 2015) pp. 5–33

The purpose of the study was to investigate how to scaffold students' critical thinking skills in the process of co-writing and co-reflection of wikibooks in formal learning contexts. To observe critical thinking skills in wiki collaborations...

Scaffolding critical thinking in wikibook creation as a learning task

Nari Kim

(2009) pp. 1–199

The purpose of this study was to investigate how to use wikibooks, which emerged through informal learning contexts of Web 2.0 technologies, as a scaffolding tool to improve critical thinking skills in formal learning contexts. Two research...

The Effects of PBL Authenticity on Learning and Motivation

Myunghee Kang; Nari Kim

World Conference on Educational Media and Technology 2000 (2000) pp. 1670–1671

The purpose of this study is to examine the effects of learner's PBL authenticity perception on achievement and motivation. There are two major research questions. First, is there a difference on learner's achievement between high and low perception ...

Past Research in Instructional Technology: Results of a Content Analysis of Empirical Studies Published in Three Prominent Instructional Technology Journals from the Year 2000 through 2004

Khe Foon Hew; Ugur Kale; Nari Kim

Journal of Educational Computing Research Vol. 36, No. 3 (2007) pp. 269–300

This article reviews and categorizes empirical studies related to instructional technology that were published in three prominent journals: "Educational Technology Research and Development, Instructional Science," and the "Journal of Educational...

Assessment in Online Distance Education: A Comparison of Three Online Programs at a University

Nari Kim; Matthew J. Smith; Kyungeun Maeng

Online Journal of Distance Learning Administration Vol. 11, No. 1

The purpose of this study was to investigate whether or not the principles of assessment in online education are reflected in the assessment activities used by the developers and administrators of actual online distance courses. Three online...

Factors Predicting Online University Students' Use of a Mobile Learning Management System (m-LMS)

Young Ju Joo; Nari Kim; Nam Hee Kim

Educational Technology Research and Development Vol. 64, No. 4 (2016) pp. 611–630

This study analyzed the relationships among factors predicting online university students' actual usage of a mobile learning management system (m-LMS) through a structural model. Data from 222 students in a Korean online university were collected to ...

Applying UDL in Online Environments and MOOCs with Fidelity: What Does this Mean and How can it be Accomplished?

Susie Gronseth; Elizabeth Dalton; Nari Kim; Haihong Hu; Laura Gray

Society for Information Technology & Teacher Education International Conference 2020 (Apr 07, 2020) pp. 258–263

The Universal Design for Learning (UDL) framework has been applied by course designers and educators to online course design and delivery, particularly from the standpoint of addressing diverse learner needs through intentional planning (Dell et al.,...

Topics: Instructional Design, Distance/Flexible Education, Universal Design for Learning

The tensions of transformation in three cross-institutional wikibook projects

Curtis J. Bonk; Mimi Miyoung Lee; Nari Kim; Meng-Fen Grace Lin

Internet and Higher Education Vol. 12, No. 3 (December 2009) pp. 126–135

Wikis have the potential to change learning environments from traditional knowledge transmission models to knowledge transformative ones where students generate, share, and reshape knowledge. In this three-part study, graduate students created...

Language: English

Effects of Online Cognitive Facilitation on Student Learning

Rodrigo del Valle; Semiral Oncu; Nur Fatma Koksal; Nari Kim; Paul Alford; Thomas M. Duffy

Annual Meeting of the Association for Educational Communications and Technology 2004 (October 2005)

The purpose of this exploratory experimental study was to examine how online cognitive facilitation that promotes cognitive presence, while keeping facilitator's social presence constant, affects student learning and satisfaction in an online...