Search results for author:"Hyo-Jeong So"
Total records matched: 34 Search took: 0.122 secs
You may get more results with author:"Hyo-
Examining the relationships among collaborative learning, social presence and satisfaction in a distance learning environment
Examining the relationships among collaborative@learning, social presence and satisfaction in a distance learning environment (2006) pp. 1–192
The three variables examined in this study are the students' perceived levels of (a) collaborative learning, (b) social presence and (c) overall satisfaction in a distance learning environment. This research studied the relationship of these three...
Toward Pervasive Knowledge Building Discourse: Analyzing Online and Offline Discourses of Primary Science Learning in Singapore
Asia Pacific Education Review Vol. 11, No. 2 (June 2010) pp. 121–129
This research examined discourses in classroom and online learning environments where the Knowledge Building Community model was enacted to foster deep understanding in science learning in Singapore primary classes. This study posited that discourse ...
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 436–442
The purpose of this study was to explore students' perceptions of and experiences in a virtual field experience using online video-based cases, as compared to students completing a traditional field experience. Specifically, this study examined some ...
Educational Technology & Society Vol. 12, No. 4 (2009) pp. 294–304
The purpose of this paper is to provide a comprehensive review of how technology has been used to enhance or replace field experiences in preservice teacher preparation programs, and discuss the benefits and limitations of traditional and technology-...
Computers & Education Vol. 125, No. 1 (October 2018) pp. 444–457
This paper presents the results of an empirical study conducted on three different types of gamified learning activities—namely competitive, collaborative, and adaptive—in lower primary mathematics classes. The participants were students from two...
Creating tools for inquiry-based mathematics learning from technological pedagogical content knowledge perspectives: Collaborative design approach
Australasian Journal of Educational Technology Vol. 34, No. 4 (Sep 16, 2018)
This study employed the technological pedagogical content knowledge (TPACK) framework to guide the collaborative design process between preservice and practicing teachers. The teams designed technological pedagogical mathematics tools (TPMTs) for...
World Conference on Educational Media and Technology 2013 (Jun 24, 2013) pp. 382–388
The purpose of this paper is to present how a video-annotation tool can be used to facilitate productive and generative discussion among teachers in a small group setting. A group of five mathematics teachers participated in professional development ...
Assessing Learners' Perceived Readiness for Computer-Supported Collaborative Learning (CSCL): A Study on Initial Development and Validation
Journal of Computing in Higher Education Vol. 27, No. 3 (December 2015) pp. 215–239
The main purpose of this study was to develop an instrument that assesses university students' perceived readiness for computer-supported collaborative learning (CSCL). Assessment in CSCL research had predominantly focused on measuring "after...
Hybrid Augmented Reality for Participatory Learning: The Hidden Efficacy of Multi-User Game-Based Simulation
IEEE Transactions on Learning Technologies Vol. 11, No. 1 (2018) pp. 115–127
The goal for this research is to articulate and test a new hybrid Augmented Reality (AR) environment for conceptual understanding. From the theoretical lens of embodied interaction, we have designed a multi-user participatory simulation called...
Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge
Australasian Journal of Educational Technology Vol. 25, No. 1 (Jan 01, 2009)
What should constitute knowledge bases that we expect our future teachers to gain related to pedagogically sound technology integration? Employing the Shulman's teacher knowledge base as a theoretical lens, this study examined the complexity of pre...
Examining the Roles of Blended Learning Approaches in Computer-Supported Collaborative Learning (CSCL) Environments: A Delphi Study
Educational Technology & Society Vol. 13, No. 3 (2010) pp. 189–200
In this study, a Delphi method was used to identify and predict the roles of blended learning approaches in computer-supported collaborative learning (CSCL) environments. The Delphi panel consisted of experts in online learning from different...
Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors
Computers & Education Vol. 51, No. 1 (August 2008) pp. 318–336
The purpose of this study was to examine the relationships of the students’ perceived levels of collaborative learning, social presence and overall satisfaction in a blended learning environment. This research studied the relationship of these three ...
Australasian Journal of Educational Technology Vol. 25, No. 3 (Jan 01, 2009) pp. 440–457
In this paper, we describe our path for designing an online community of practice for teachers in Singapore, from identifying the current status of professional development to designing an online platform where teachers can share vivid images of...
Interactive Learning Environments Vol. 18, No. 3 (September 2010) pp. 203–218
While the growing prevalence of Web 2.0 in education opens up exciting opportunities for universities to explore expansive, new literacies practices, concomitantly, it presents unique challenges. Many universities are changing from a content...
Educational Technology Research and Development Vol. 63, No. 3 (June 2015) pp. 455–474
Amid the increasing interest in applying augmented reality (AR) in educational settings, this study explores the design and enactment of an AR-infused robot system to enhance children's satisfaction and sensory engagement with dramatic play...
Using Positioning Theory to Identify Contradictory Teachers’ Identity When Enacting Knowledge Building in Social Studies
World Conference on Educational Media and Technology 2013 (Jun 24, 2013) pp. 100–104
This paper reports the initial dilemmas teachers faced when implementing knowledge building in social studies as part of a future school initiative in Singapore. Positioning theory was used to analyze teachers’ discourse during curriculum meetings...
Designing collaborative knowledge building environments accessible to all learners: Impacts and design challenges
Computers & Education Vol. 54, No. 2 (February 2010) pp. 479–490
The present study attempted to investigate whether young learners who were new to knowledge building approaches could work towards advancing both individual and collective knowledge, and whether knowledge building could be beneficial to both high...
Interactive Learning Environments Vol. 17, No. 4 (December 2009) pp. 367–382
This article examines the potential of mobile computing and Web 2.0 technology to support knowledge building in formal and informal settings. Desktop-based knowledge building tools have limited affordances of supporting one-to-one access, learning ...
International Journal of Computer-Supported Collaborative Learning Vol. 6, No. 1 (March 2011) pp. 9–37
In recent years there has been a proliferation of research findings on CSCL at the micro and macro levels, but few compelling examples of how CSCL research has impacted actual classroom practices at the meso-level have emerged. This paper critically ...
Enhancing teachers' ICT capacity for the 21st century learning environment: Three cases of teacher education in Korea
Australasian Journal of Educational Technology Vol. 28, No. 6 (Jan 01, 2012) pp. 965–982
Computers & Education Vol. 59, No. 4 (December 2012) pp. 1234–1245
The aim of this study is to investigate the complexity of past experiences with ICT, pedagogical beliefs, and attitude toward ICT in education that the Net Generation student teachers have about their intention to teach and learn with technology....
Transformation of Participation and Learning: Three Case Studies of Young Learners Harnessing Mobile Technologies for Seamless Science Learning
Asia-Pacific Education Researcher Vol. 26, No. 5 (2017) pp. 305–316
The main goal of this research is to understand how young children use mobile technology such as smartphones to traverse different learning contexts and harness a constellation of resources to make sense of their science learning in daily lives. We...
Enhancing Teachers' ICT Capacity for the 21st Century Learning Environment: Three Cases of Teacher Education in Korea
Australasian Journal of Educational Technology Vol. 28, No. 6 (2012)
Korean teachers are generally considered well trained to integrate ICT into their teaching since the inception of the first IT Master Plan of Korea in 1996. However, the emergence and adoption of cutting-edge technologies create demands for evolving ...
Instructional Science: An International Journal of the Learning Sciences Vol. 39, No. 5 (September 2011) pp. 763–783
This paper discusses a study of students learning core conceptual perspectives from recent scientific research on complexity using a hypermedia learning environment in which different types of scaffolding were provided. Three comparison groups used...
Annual Meeting of the Association for Educational Communications and Technology 2004 (October 2005)
As computer interfaces emerge as an instructional medium, instructors transitioning from the classroom continue to bear the burden of designing effective instruction. The medium of the computer interface, and the kinds of learning and interactive...
New generation of student teachers "Are they really different?" A study on student teachers in Korea and Singapore
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2010 (2010) pp. 907–918
During the past decade, both Korean and Singaporean governments have implemented several ICT policies in schools, and the ecology of classrooms was constantly changing with such policy impetus. Therefore, it is possible that the new generation of...
Examination of relationships among students' self-determination, technology acceptance, satisfaction, and continuance intention to use K-MOOCs
Computers & Education Vol. 122, No. 1 (July 2018) pp. 260–272
Recognizing the recent MOOC movement in higher education, this study aims to examine credit-receiving university students' motivation to use K-MOOCs. In the hypothesized model, we posit three student-level variables, namely self-determination,...
Mobile Inquiry-based Learning: Relationship among levels of inquiry, learners’ autonomy and environmental interaction
Esther Tan; Ellen Rusman; Olga Firssova; Stefaan Ternier; Marcus Specht; Roland Klemke; Hyo-Jeong So
World Conference on Mobile and Contextual Learning 2018 (Nov 11, 2018) pp. 22–29
This paper aims to further unpack the notion of mobile inquiry-based learning with a focus on the relationship between levels of inquiry, learners’ autonomy and environmental interaction in outdoor learning. Specifically, it provides a literature...
Teachers as Participatory Designers: Two Case Studies with Technology-Enhanced Learning Environments
Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 2 (March 2015) pp. 203–228
Teachers are not typically involved as participatory designers in the design of technology-enhanced learning environments. As they have unique and valuable perspectives on the role of technology in education, it is of utmost importance to engage...
Seamless Learning in the Mobile Age: A Theoretical and Methodological Discussion on Using Cooperative Inquiry to Study Digital Kids On-the-Move
Learning, Media and Technology Vol. 38, No. 3 (2013) pp. 301–318
This paper shares the theoretical and methodological frameworks that are deployed in a 3-year study to examine how Singapore primary school students leverage on mobile technology for seamless learning. This notion of seamless learning refers to the...
Examining the validity of the technological pedagogical content knowledge (TPACK) framework for preservice chemistry teachers
Australasian Journal of Educational Technology Vol. 33, No. 3 (Jul 24, 2017)
While various quantitative measures for assessing teachers\u2019 technological pedagogical content knowledge (TPACK) have developed rapidly, few studies to date have comprehensively validated the structure of TPACK through various criteria of...
Computers & Education Vol. 55, No. 4 pp. 1694–1706
This paper reports on two studies conducted in 2006 in the Singapore schools to investigate the relationships between teachers’ beliefs about knowledge and learning, their pedagogical practices, and uses of information and communications...
Chee-Kit Looi; Lung-Hsiang Wong; Hyo-Jeong So; Peter Seow; Yancy Toh; Wenli Chen; Baohui Zhang; Cathie Norris; Elliot Soloway
Computers & Education Vol. 53, No. 4 (December 2009) pp. 1120–1132
With the mass adoption of mobile computing devices by the current school generation, significant opportunities have emerged for genuinely supporting differentiated and personalized learning experiences through mobile devices. In our school-based...
BaoHui Zhang; Chee-Kit Looi; Peter Seow; Gean Chia; Lung-Hsiang Wong; Wenli Chen; Hyo-Jeong So; Elliot Soloway; Cathie Norris
Computers & Education Vol. 55, No. 4 pp. 1504–1523
The history of science education reform has been fundamentally centered around science curriculum development and implementation. The advent of mobile technologies has necessitated a re-examination of how students could better learn science through...