A5101930455- Innovative Teaching and Learning Methods
- Online and Blended Learning
- E-Learning and Knowledge Management
- Open Education and E-Learning
- Online Learning and Analytics
- Wikis in Education and Collaboration
- Intelligent Tutoring Systems and Adaptive Learning
- Knowledge Management and Sharing
- Speech and dialogue systems
- Education and Learning Interventions
- Education and Critical Thinking Development
- Innovative Education and Learning Practices
- Science Education and Pedagogy
- Team Dynamics and Performance
- Open Source Software Innovations
- Educational Research and Pedagogy
- Problem and Project Based Learning
- Teaching and Learning Programming
- Educational Strategies and Epistemologies
- Educational Assessment and Improvement
- Educational Tools and Methods
- Visual and Cognitive Learning Processes
- Educational Games and Gamification
- Model-Driven Software Engineering Techniques
- Qualitative Research Methods and Applications
Hallym University
2014-2023
Hallym University Medical Center
2006-2017
Hallym Polytechnic University
2009-2017
Rutgers, The State University of New Jersey
2008
University of Pittsburgh
1997-2004
Abstract Human one‐to‐one tutoring has been shown to be a very effective form of instruction. Three contrasting hypotheses, tutor‐centered one, student‐centered and an interactive one could all potentially explain the effectiveness tutoring. To test these analyses focused not only on tutors' moves, but also students' construction learning, as well their interaction. The interaction hypothesis is further tested in second study by manipulating kind tactics tutors were permitted use. In order...
This article proposes 7 core affordances of technology for collaborative learning based on theories and CSCL (Computer-Supported Collaborative Learning) practices. Technology affords learner opportunities to (1) engage in a joint task, (2) communicate, (3) share resources, (4) productive processes, (5) co-construction, (6) monitor regulate learning, (7) find build groups communities. We elaborate our framework using in-depth explorations how technologies are actually used support research...
Abstract Students learn more and gain greater understanding from one-to-one tutoring. The preferred explanation has been that the tutors' pedagogical skills are responsible for learning gains. Pedagogical involve skillful execution of tactics, such as giving explanations feedback, or selecting appropriate problems questions to ask students. Skillful these requires they adaptive tailored individual students' understanding. To be adaptive, tutors must able monitor accurately, so know how when...
This study reports preliminary findings from a that investigated (1) the kind and extent of shared knowledge constructed after collaborative learning (2) relationship between construction individual learning. In this study, college dyads collaborated to learn biology concept. Preliminary showed pairs similar mental models pieces amount is related Such results suggest engage in activities during collaboration which seems lead increased Ideas for further analysis are discussed as well...
This study surveyed empirical CSCL papers published in seven leading journals of the field during 2005--2007 and analyzed methodologies a random sample 33 studies. The dominant features research were descriptive studies classroom settings with self-report/questionnaire that quantitatively analyzed. Yet, quite eclectic their method, adopting variety design, data sources analysis methods, to cross-over or hybrid methodologies. Studies collaborative learning carried out frequently both...
This study examined technology use in Computer Support for Collaborative Learning (CSCL). A content meta-analysis of empirical CSCL research was carried out to address three questions: (1) What kinds technologies are being used research, (2) collaboration supported, and (3) the contexts supports (e.g., learning domains, educational levels, pedagogical approaches)? Empirical studies were selected from seven leading journals field. Analyses a random sample these showed that applications...
The goal of this paper is to report on the preliminary findings about effects Computer-Supported Collaborative Learning (CSCL) in STEM education. A statistical meta-analysis was conducted synthesize research published from 2005 and 2014. based 198 outcomes 80 studies indicated an overall effect size .53, a moderate but nonetheless impressive educational research. Although not all significant, CSCL varied across number moderator variables such as types technology, learner levels, study...
Computer-Supported Collaborative Learning (CSCL) research has become pervasive in STEM education over the last several decades. The presented here is part of an ongoing project to construct a meta-synthesis CSCL findings domains. After systematic search literature and article coding, cluster analysis results provided frame for sampling from this order examine effects CSCL. This preliminary addresses three key pillars CSCL: nature collaboration, technologies that are employed, pedagogical...