Search results for author:"Hae-Deok Song"
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The effects of goal-oriented contexts and peer group composition on intrinsic motivation and problem solving
The effects of goal@-oriented contexts and peer group composition on intrinsic motivation and problem solving (2004) pp. 1–205
This study examined (1) the effect of types of goal-oriented contexts and (2) the effect of types of peer group composition according to self-efficacy levels on intrinsic motivation and problem solving skills. Interaction effects between these two...
Motivating Ill-Structured Problem Solving In a Web-Based Peer Group Environment: A Learning Goal-Orientation Perspective
World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 3324–3330
A motivation effort is one of critical components that enable students to engage in ill-structured problem solving process. This paper presents the development and evaluations of a motivation-supported Web-Based Problem-Based Learning (PBL)...
Motivating Ill-Structured Problem Solving in a Web-Based Peer-Group Learning Environment: A Learning-Goal Perspective
Journal of Educational Computing Research Vol. 33, No. 4 (2005) pp. 351–367
Motivation effort is one of the critical components that enable students to engage in the process of ill-structured problem solving. This article chronicles the development and evaluation of a motivation-supported problem-solving environment...
Finding the Optimal Scaffoldings for Learners' Epistemological Beliefs during Ill-Structured Problem Solving
Interactive Learning Environments Vol. 24, No. 8 (2016) pp. 2032–2047
This study investigates how scaffolding type and learners' epistemological beliefs influence ill-structured problem solving. The independent variables in this study include the type of scaffolding (task-supported, self-monitoring) and the student's...
Make E-Learning Effortless! Impact of a Redesigned User Interface on Usability through the Application of an Affordance Design Approach
Journal of Educational Technology & Society Vol. 18, No. 3 pp. 185–196
Given that a user interface interacts with users, a critical factor to be considered in improving the usability of an e-learning user interface is user-friendliness. Affordances enable users to more easily approach and engage in learning tasks...
Turkish Online Journal of Educational Technology - TOJET Vol. 11, No. 4 (October 2012) pp. 132–140
The purpose of this study is to evaluate the impacts of ICT use on achievements by considering not only ICT use, but also the process and background variables that influence ICT use at both the student- and school-level. This study was conducted...
Annual Meeting of the Association for Educational Communications and Technology 2004 (October 2005)
Interaction is one of the key variables involved in successful online learning. Previous studies analyzing online interaction are limited in their ability to reveal dynamic aspects of interaction in online learning environments. The aim of this...
Improving the Usability of the User Interface for a Digital Textbook Platform for Elementary-School Students
Educational Technology Research and Development Vol. 60, No. 1 (February 2012) pp. 159–173
Usability is critical to the development of a user-friendly digital textbook platform interface, yet thorough research on interface development based on usability principles is in short supply. This study addresses that need by looking at usability...
Stimulating Intrinsic Motivation for Problem Solving Using Goal-Oriented Contexts and Peer Group Composition
Educational Technology Research and Development Vol. 54, No. 5 (October 2006) pp. 445–466
One important factor related to ill-structured problem-solving success is intrinsic motivation, that is, students' willingness to persist in solving the problem. Goal orientation, a motivational variable, explains reasons why students engage in the...
World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 3615–3620
This study attempts to build a simulation model of the impacts of motivation-support factors on faculty adoption of the Web-Based Instruction (WBI) in a higher education setting. Faculty have different concerns as they integrate new technology into...
Educational Technology & Society Vol. 14, No. 3 (2011) pp. 141–151
Faculty members have different concerns as they integrate new technology into their teaching practices. The integration of Web-Based Instruction in higher-education settings will not be successful if these faculty concerns are not addressed. Four...
Science Teachers' Perspectives of Web-Enhanced Problem-Based Learning Environment: A Qualitative Inquiry
Annual Meeting of the American Educational Research Association 2003 (2003)
This study investigated and described the perspectives of science teachers who integrated a Web-enhanced problem-based learning model into their classrooms. The study examined: (1) teachers' pedagogical beliefs; (2) the roles of teachers; (3) the...
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 31, No. 2 (Jun 15, 2005)
Reflective thinking is important to young adolescents as they develop their thinking skills. Various instructional methods have been recommended to support reflective thinking, yet the nature of the underlying factors in these methods is unclear....
Patterns of Instructional-Design Factors Prompting Reflective Thinking in Middle-School and College Level Problem-Based Learning Environments
Instructional Science: An International Journal of the Learning Sciences Vol. 34, No. 1 (January 2006) pp. 63–87
Reflective-thinking skills are important in problem-based learning environments as they help learners become deeply engaged in learning. The literature suggests several instructional-design factors (e.g., environment, teaching methods, scaffolding...
EdMedia + Innovate Learning 2019 (Jun 24, 2019) pp. 1698–1702
The flipped classroom is gaining attention and support among instructors and professors at the college and university levels as an alternative to more traditional methods of teaching. However, there is little research exploring instructors’...
Barbara Grabowski; J. Michael Spector; James Klein; Jan Visser; Ileana de la Teja; Barbara Sorensen; Hae-Deok Song; Rahda Ganesan; Tim Spannaus; Dennis Fields
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 1591–1593
Specifying instructor competencies has become complicated in the current public, private and academic instructional and training environments made possible by the Internet. Great debates have ensued arguing the viability of a common set of...