Search results for author:"Yeonjeong Park"
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Ewha Womans University
A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types
The International Review of Research in Open and Distributed Learning Vol. 12, No. 2 (Jan 22, 2011) pp. 78–102
Instructional designers and educators recognize the potential of mobile technologies as a learning tool for students and have incorporated them into the distance learning environment. However, little research has been done to categorize the numerous ...
Evaluating Online Tutorials for University Faculty, Staff, and Students: The Contribution of Just-in-Time Online Resources to Learning and Performance
International Journal on E-Learning Vol. 10, No. 1 (January 2011) pp. 5–26
The effective integration of current technologies in teaching and research is a high priority for today’s universities. To support the technology skills of university faculty, staff, and students, the subject university’s office for faculty training ...
Facilitating Engaged Learning in the Interaction Age Taking a Pedagogically-Disciplined Approach to Innovation with Emergent Technologies
International Journal of Teaching and Learning in Higher Education Vol. 20, No. 1 (2008) pp. 70–78
The purposes of this paper are to explore emerging technologies, engaged learning, and features and students of the Interaction Age and to identify connections across these three realms for future research and practice. We begin by highlighting...
Emerging Technologies to Support Engaged Learning in the Interaction Age: Taking a Pedagogically Disciplined Approach to Innovation
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 1748–1756
The purpose of this paper is to explore emerging technologies and engaged learning for current and future students in the interaction age. Emerging technologies such as mobile learning, Augmented Reality (AR), Virtual Reality (VR), and ubiquitous...
Educational Media International Vol. 52, No. 2 (2015) pp. 72–87
This study describes the massive open online course (MOOC) experiences of three educational technology scholars assuming the roles of learners. Adapting Carroll's model of school learning as a theoretical framework, the study employed an...
Effects of Learning Analytics Dashboard: Analyzing the Relations among Dashboard Utilization, Satisfaction, and Learning Achievement
Asia Pacific Education Review Vol. 17, No. 1 (2016) pp. 13–24
The learning analytics dashboard (LAD) is a newly developed learning support tool for virtual classrooms that is believed to allow students to review their online learning behavior patterns intuitively through the provision of visual information....
Evaluation of Online Log Variables that Estimate Learners’ Time Management in a Korean Online Learning Context
The International Review of Research in Open and Distributed Learning Vol. 17, No. 1 (Feb 02, 2016)
The purpose of this study was to identify the relationship between the psychological variables and online behavioral patterns of students, collected through a Learning Management System (LMS). Test was attempted of a structural equation model...
Toward evidence-based learning analytics: Using proxy variables to improve asynchronous online discussion environments
Internet and Higher Education Vol. 30, No. 1 (July 2016) pp. 30–43
Although asynchronous online discussion (AOD) is increasingly used as a main activity for blended learning, many students find it difficult to engage in discussions and report low achievement. Early prediction and timely intervention can help...
Clustering blended learning courses by online behavior data: A case study in a Korean higher education institute
Internet and Higher Education Vol. 29, No. 1 (April 2016) pp. 1–11
Blended learning (BL) is recognized as one of the major trends in higher education today. To identify how BL has been actually adopted, this study employed a data-driven approach instead of model-driven methods. Latent Class Analysis method as a...