Search results for author:"Sum Cheung"
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Exploring the Use of Asynchronous Online Discussion and Vicarious Learning in Citizenship Education: A Case Study of a Singapore School
World Conference on Educational Media and Technology 2010 (Jun 29, 2010) pp. 72–77
This paper is part of a larger study investigating how teachers can foster positive student attitude toward their country. Specifically, in this paper presentation, we described the use of vicarious experience along with asynchronous online...
Use and Production of Open Educational Resources (OER): A Pilot Study of Undergraduate Students' Perceptions
International Conference on Educational Technologies (ICEduTech) 2013 (2013)
Open education resources (OER) may be defined as any digital materials designed for use in teaching and learning that are openly available for use by educators and students, without an accompanying need to pay royalties or license fees. Hitherto,...
Student Facilitators' Habits of Mind and Their Influences on Higher-Level Knowledge Construction Occurrences in Online Discussions: A Case Study
Innovations in Education and Teaching International Vol. 48, No. 3 (2011) pp. 275–285
Previous research studies on factors influencing student higher-level knowledge construction in asynchronous online discussions have largely focused on the instructors' role, student learning style, and the complexity of the discussion task. This...
World Conference on Educational Media and Technology 2010 (Jun 29, 2010) pp. 279–282
Over the last ten years we have been exploring the educational use of asynchronous online discussion (AOD) at a university in Singapore. While the advantages of using AOD have been widely reported, the challenges or problems of using it have...
Possible Factors Influencing Asian Students' Degree of Participation in Peer-Facilitated Online Discussion Forums: A Case Study
Asia Pacific Journal of Education Vol. 30, No. 1 (March 2010) pp. 85–104
This study investigated possible factors that might influence the degree of student participation in asynchronous online discussion forums. Degree of participation refers to the number of messages posted by the students. Data were collected from 41...
Effects of computer collaborative group work on peer acceptance of a junior pupil with attention deficit hyperactivity disorder (ADHD)
Computers & Education Vol. 50, No. 3 (April 2008) pp. 725–741
The study investigated the effects of computer collaborative group work, facilitated by an adult, on peer acceptance of a junior boy with Attention Deficit Hyperactivity Disorder (ADHD). It aimed to ascertain whether collaborative group work on a...
Educational Research Review Vol. 9, No. 1 (June 2013) pp. 47–64
Evidence-based practice in education entails making pedagogical decisions that are informed by relevant empirical research evidence. The main purpose of this paper is to discuss evidence-based pedagogical approaches related to the use of Web 2.0...
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2008 (2008) pp. 170–176
The use of online- and blended-learning is growing very fast in universities. Given this interest in online-/blended-learning, understanding how to promote participation among learners in asynchronous online discussions, which is considered an...
Evaluating the Extent of Ill-Structured Problem Solving Process among Pre-Service Teachers in an Asynchronous Online Discussion and Reflection Log Learning Environment
Journal of Educational Computing Research Vol. 30, No. 3 (Mar 01, 2004) pp. 197–227
Most educators increasingly regard ill-structured problem solving as an important objective of learning and have sought various means to achieve it. In this article, we describe a learning environment to help pre-service teachers in Singapore solve...
Use of three‐dimensional (3‐D) immersive virtual worlds in K‐12 and higher education settings: A review of the research
British Journal of Educational Technology Vol. 41, No. 1 (January 2010) pp. 33–55
In this paper, we review past empirical research studies on the use of three‐dimensional immersive virtual worlds in education settings such as K‐12 and higher education. Three questions guided our review: (1) How are virtual worlds (eg, Active...
Instructional Science: An International Journal of the Learning Sciences Vol. 41, No. 2 (March 2013) pp. 365–380
The main objective of this paper is to examine the use of audio- versus text-based asynchronous online discussions. We report two case studies conducted within the context of semester-long teacher education courses at an Asian Pacific university....
Students' Use of Asynchronous Voice Discussion in a Blended-Learning Environment: A Study of Two Undergraduate Classes
Electronic Journal of e-Learning Vol. 10, No. 4 (2012) pp. 360–367
Contemporary discussions of education in blended-learning environments increasingly emphasize the social nature of learning which emphasizes interactions among students, or among students and instructors. These interactions can occur asynchronously...
Asia Pacific Journal of Education Vol. 32, No. 2 (2012) pp. 181–196
Facebook has become one of the most popular social network sites among many students. However, current research on Facebook use has focused mainly on Anglo-American students. Relatively little is known about Facebook use in Singapore. Data were...
Higher-Level Knowledge Construction in Asynchronous Online Discussions: An Analysis of Group Size, Duration of Online Discussion, and Student Facilitation Techniques
Instructional Science: An International Journal of the Learning Sciences Vol. 39, No. 3 (May 2011) pp. 303–319
This study is concerned with the challenge of understanding what factors may influence students' higher level knowledge construction. We defined higher level knowledge construction occurrences as the sum of the number of phases II to V measured...
Attracting student participation in asynchronous online discussions: A case study of peer facilitation
Computers & Education Vol. 51, No. 3 (November 2008) pp. 1111–1124
Previous research studies on how to promote student participation in asynchronous online discussions have largely focused on the role of the instructor or tutor as facilitators. Not many investigated student facilitation. This article reports a...
Educational Research Review Vol. 12, No. 1 (June 2014) pp. 45–58
Massive open online courses (MOOCs) are among the latest e-learning initiative to attain widespread popularity among many universities. In this paper, a review of the current published literature focusing on the use of MOOCs by instructors or...
Critical Thinking in Asynchronous Online Discussion: An Investigation of Student Facilitation Techniques
New Horizons in Education Vol. 59, No. 1 (May 2011) pp. 52–65
Background: In the last decade, asynchronous online discussion forums have become a primary focus of many educational researchers. Some advocates believed that the process of typing out messages in itself can promote in-depth critical thinking...
Journal of Educational Computing Research Vol. 41, No. 4 (2009) pp. 477–511
This study examined the factors and peer facilitation techniques that influenced students' participation in sustained asynchronous online discussion. A case study approach was used, with data collected through interviews, questionnaires, and online...
Supporting Problem Solving with Case-Stories Learning Scenario and Video-Based Collaborative Learning Technology
Educational Technology & Society Vol. 7, No. 2 (2004) pp. 120–128
In this paper, we suggest that case-based resources, which are used for assisting cognition during problem solving, can be structured around the work of narratives in social cultural psychology. Theories and other research methods have proposed...
Solving Ill-Structured Problems in Asynchronous Online Discussions: Built-in Scaffolds vs. No Scaffolds
Interactive Learning Environments Vol. 18, No. 2 (June 2010) pp. 115–134
Solving ill-structured problems is regarded as an important learning outcome in education as it allows learners to apply theories learnt into real practice. An asynchronous online discussion, with extended time for reflection, is an appropriate...
What Information Communication Technology (ICT) had been used in preschool education during the recent decade?
EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 914–920
This paper aims to report on the evidences on the use of Information Communication Technology (ICT) for preschool education in many countries around the world during the recent decade. The literature review was done based on journal articles and...
Journal of Educational Computing Research Vol. 38, No. 1 (2008) pp. 29–50
The use of online learning is growing very fast in universities. Consequently, understanding how to promote student contribution in asynchronous online discussions, which is considered an integral part of online learning, has become increasingly...
Student Contribution in Asynchronous Online Discussion: A Review of the Research and Empirical Exploration
Instructional Science: An International Journal of the Learning Sciences Vol. 38, No. 6 (November 2010) pp. 571–606
The increasingly prevalent use of Internet in schools and homes has resulted in asynchronous online discussion becoming an increasingly common means to facilitate dialogue between instructors and students, as well as students and students beyond the ...
Global Learn 2010 (May 17, 2010) pp. 4210–4215
This paper is part of a larger study that investigates the types of facilitation techniques exhibited by student facilitators and how these techniques may foster in-depth levels of critical thinking in asynchronous online discussions. Data were...