Search results for author:"Sunghee Shin"
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E-Book Usability in Educational Technology Classes: Teachers and Teacher Candidates' Perception toward E-Book for Teaching and Learning
International Journal of Distance Education Technologies Vol. 12, No. 3 (2014) pp. 62–74
This study was designed to enrich the learning experiences of in-service and pre-service teachers in two educational technology classes by adopting e-books as the course material. Graduate students were more positive about their e-book reading...
The effect of modeling approaches in collaborative learning: Online discussion board for pre-service teachers
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 611–617
This paper is a report on the findings of a study conducted on a graduate level online discussion. Discourse analysis techniques were used to examine which modeling approach is more effective to construct pre-service teacher’s knowledge within a...
The impact of different instructional facilitation approaches on students' participation during an online discussion
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 204–207
Asynchronous discussion is an integral part of both blended and online learning. To effectively accommodate, support, and promote the knowledge production process, instructors should select appropriate learning models and strategies. This study...
The effects of different instructor facilitation approaches on students’ interactions during asynchronous online discussions
Computers & Education Vol. 53, No. 3 (November 2009) pp. 749–760
This study compared the impact of three different facilitation approaches on elementary teacher candidates’ interactions in an asynchronous discussion board as well as their satisfaction with an online educational technology course. These...
World Conference on Educational Media and Technology 2004 (2004) pp. 1628–1633
This study focuses on developing an alternative to individuals' museum experience and testing the relative success of this alternative through studies of viewers' acquisition of knowledge in both cognitive and meta-cognitive contexts.