Search results for author:"Vincent Cho"
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(2011) pp. 1–210
Federal policies such as No Child Left Behind (NCLB) and Race to the Top (RTT) stand as examples of how teachers face increasing expectations that their activities be “data-based” or “data-driven.” Meeting these expectations requires assembling and...
Continued Usage of E-Learning Communication Tools: A Study from the Learners' Perspective in Hong Kong
International Journal of Training and Development Vol. 12, No. 3 (September 2008) pp. 171–187
In line with the mainstream research on e-learning, we propose a model of the continued usage of e-learning communication tools by learners. We observe in particular that there are two less studied but potentially very important factors, learning...
Digital Devices and Teaching the Whole Student: Developing and Validating an Instrument to Measure Educators' Attitudes and Beliefs
Educational Technology Research and Development Vol. 64, No. 4 (2016) pp. 643–659
Even as digital devices (e.g., tablets, smart phones, laptops) have become increasingly ubiquitous in schools, concerns have also been raised that such devices might hinder students' social, emotional, and personal development. Educators'...
AERA Open Vol. 3, No. 1 (2017)
Does data use make a difference in student achievement? Despite the field's optimism on this matter, relatively few studies have attempted to quantify the effects of data use. These studies have often used the presence of a data use intervention (e...
Comparing e-Learning tools’ success: The case of instructor–student interactive vs. self-paced tools
Computers & Education Vol. 57, No. 3 (November 2011) pp. 2025–2038
e-Learning tools have profoundly transformed modern pedagogical approaches. Vendors provide different types of systems, such as self-paced (SP) and instructor–student interactive (ISI) e-Learning tools. Although both types of tools represent...
Different Continents, Shared Challenges: Europe and the United States in the Digital Era for School Systems
Educational Technology Vol. 56, No. 2 (2016) pp. 47–49
Although today's unprecedented advancements in technology ought to serve as a springboard for innovations in teaching and learning, practices in many schools in the United States and around the globe remain unchanged. Indeed, Europe, too has...
The role of perceived user-interface design in continued usage intention of self-paced e-learning tools
Computers & Education Vol. 53, No. 2 (September 2009) pp. 216–227
While past studies on user-interface design focused on a particular system or application using the experimental approach, we propose a theoretical model to assess the impact of perceived user-interface design (PUID) on continued usage intention ...
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 60, No. 1 (November 2016) pp. 413–424
In student-involved data use (SIDU), students are guided in the tracking and analysis of their own learning data. Research, however, is scarce when it comes to the outcomes of this practice as well as to the knowledge and skills teachers need to...