Search results for author:"Khe Foon Hew"
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(2006) pp. 1–253
This dissertation describes an exploratory study of knowledge sharing among professionals in three online communities of practice---Nurse Practitioner listserv, a Web Developer listserv, and a Literacy Educator listserv. Data were gathered on the...
Determinants of Success for Online Communities: An Analysis of Three Communities in Terms of Members' Perceived Professional Development
Behaviour & Information Technology Vol. 28, No. 5 (September 2009) pp. 433–445
Recent empirical evidence suggests that the updated DeLone and McLean's information systems (D&M IS) model can identify the determinants of success of online communities in terms of member loyalty (Lin and Lee 2006). This study is similarly...
Educational Technology Research and Development Vol. 57, No. 3 (June 2009) pp. 333–357
This article reviews past empirical studies on the use of audio podcast (hereby referred to as podcast) in K-12 and higher education settings. Using the constant comparative method, this review is organized into three major research areas or topics: ...
Past Technologies, Practice and Applications: A Discussion on How the Major Developments in Instructional Technology in the 20th Century Affect the Following Qualities ? Access, Efficiency, Effectiveness, and Humaneness
Annual Meeting of the Association for Educational Communications and Technology 2004 (October 2005)
The Association for Educational Communications and Technology defines Instructional Technology as the "theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning" (Seels & Richley,...
Student Perceptions of Peer versus Instructor Facilitation of Asynchronous Online Discussions: Further Findings from Three Cases
Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 1 (January 2015) pp. 19–38
This study aims to extend a previous work on the role of peer facilitation of asynchronous online discussions. Specifically, in this paper I report three cases that examine students' preference for peer or instructor facilitation of online...
Educational Technology Research and Development Vol. 55, No. 6 (December 2007) pp. 573–595
The focus of this study was to understand knowledge flows among teachers by examining what types of knowledge was shared by teachers, as well as what motivates or hinders teachers to share knowledge online. We examined an electronic mailing list ...
Analysis of Ill-Structured Problem Solving, Mentoring Functions, and Perceptions of Practicum Teachers and Mentors toward Online Mentoring in a Field-Based Practicum
Instructional Science: An International Journal of the Learning Sciences Vol. 35, No. 1 (January 2007) pp. 1–40
This article describes an exploratory study of question prompts and online mentoring (specifically a lateral or peer mentoring experience) in a field-based practicum that focused on teaching ill-structured problem solving of classroom discipline....
Identifying Factors That Encourage and Hinder Knowledge Sharing in a Longstanding Online Community of Practice
Journal of Interactive Online Learning Vol. 5, No. 3 pp. 297–316
Despite the strong interests among practitioners, there is a knowledge gap with regard to online communities of practice. This study examines knowledge sharing among critical-care and advanced-practice nurses, who are engaged in a longstanding...
Integrating Technology into K-12 Teaching and Learning: Current Knowledge Gaps and Recommendations for Future Research
Educational Technology Research and Development Vol. 55, No. 3 (June 2007) pp. 223–252
Although research studies in education show that use of technology can help student learning, its use is generally affected by certain barriers. In this paper, we first identify the general barriers typically faced by K-12 schools, both in the...
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1625–1636
The advent of massive open online course (MOOC) has fueled much attention among educators in recent years. Student engagement in these large-scale open courses is still not well understood. Compared to conventional face-to-face (f2f) settings in...
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2008 (2008) pp. 170–176
The use of online- and blended-learning is growing very fast in universities. Given this interest in online-/blended-learning, understanding how to promote participation among learners in asynchronous online discussions, which is considered an...
Use of three‐dimensional (3‐D) immersive virtual worlds in K‐12 and higher education settings: A review of the research
British Journal of Educational Technology Vol. 41, No. 1 (January 2010) pp. 33–55
In this paper, we review past empirical research studies on the use of three‐dimensional immersive virtual worlds in education settings such as K‐12 and higher education. Three questions guided our review: (1) How are virtual worlds (eg, Active...
Evaluating the Extent of Ill-Structured Problem Solving Process among Pre-Service Teachers in an Asynchronous Online Discussion and Reflection Log Learning Environment
Journal of Educational Computing Research Vol. 30, No. 3 (Mar 01, 2004) pp. 197–227
Most educators increasingly regard ill-structured problem solving as an important objective of learning and have sought various means to achieve it. In this article, we describe a learning environment to help pre-service teachers in Singapore solve...
Exploring the Use of Asynchronous Online Discussion and Vicarious Learning in Citizenship Education: A Case Study of a Singapore School
World Conference on Educational Media and Technology 2010 (Jun 29, 2010) pp. 72–77
This paper is part of a larger study investigating how teachers can foster positive student attitude toward their country. Specifically, in this paper presentation, we described the use of vicarious experience along with asynchronous online...
Educational Research Review Vol. 5, No. 2 (2010) pp. 151–163
“Weblogs” or “blogs” are increasingly visible in higher education settings. Some scholars suggest that blogs are useful because of their reflective nature. However, as this review indicates the research regarding blogs is largely self-report data ...
Student Facilitators' Habits of Mind and Their Influences on Higher-Level Knowledge Construction Occurrences in Online Discussions: A Case Study
Innovations in Education and Teaching International Vol. 48, No. 3 (2011) pp. 275–285
Previous research studies on factors influencing student higher-level knowledge construction in asynchronous online discussions have largely focused on the instructors' role, student learning style, and the complexity of the discussion task. This...
World Conference on Educational Media and Technology 2010 (Jun 29, 2010) pp. 279–282
Over the last ten years we have been exploring the educational use of asynchronous online discussion (AOD) at a university in Singapore. While the advantages of using AOD have been widely reported, the challenges or problems of using it have...
Possible Factors Influencing Asian Students' Degree of Participation in Peer-Facilitated Online Discussion Forums: A Case Study
Asia Pacific Journal of Education Vol. 30, No. 1 (March 2010) pp. 85–104
This study investigated possible factors that might influence the degree of student participation in asynchronous online discussion forums. Degree of participation refers to the number of messages posted by the students. Data were collected from 41...
Educational Research Review Vol. 9, No. 1 (June 2013) pp. 47–64
Evidence-based practice in education entails making pedagogical decisions that are informed by relevant empirical research evidence. The main purpose of this paper is to discuss evidence-based pedagogical approaches related to the use of Web 2.0...
Past Research in Instructional Technology: Results of a Content Analysis of Empirical Studies Published in Three Prominent Instructional Technology Journals from the Year 2000 through 2004
Journal of Educational Computing Research Vol. 36, No. 3 (2007) pp. 269–300
This article reviews and categorizes empirical studies related to instructional technology that were published in three prominent journals: "Educational Technology Research and Development, Instructional Science," and the "Journal of Educational...
Teacher Education and Special Education Vol. 30, No. 3 (2007) pp. 167–182
A key factor in successful teacher education is designing activities that promote attainment of instructional objectives. However, in online teacher education there is little evidence regarding the types of activities that can be used to achieve...
Students' Perceptions of the Usefulness of an E-Book with Annotative and Sharing Capabilities as a Tool for Learning: A Case Study
Innovations in Education and Teaching International Vol. 51, No. 1 (2014) pp. 34–45
E-books offer a range of benefits to both educators and students, including ease of accessibility and searching capabilities. However, the majority of current e-books are repository-cum-delivery platforms of textual information. Hitherto, there is a ...
Transforming a traditional class into an innovative gamified class: Lessons learned from a teacher's perspective
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1856–1863
Course delivery in higher education has evolved substantially over the previous decade. A key driver of change has been information technology innovations that enable greater access to learning materials, teacher to student connectivity, and also...
The relationship between group size and advanced level knowledge construction in asynchronous online discussion environments
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2010 (2010) pp. 428–432
This study is part of a funded research project that examines possible factors that may influence students’ advanced level of knowledge construction. This study examines if group size of the online discussion is related to the frequency of advanced...
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2010 (2010) pp. 179–183
Asynchronous online discussion forums have been widely used in schools and universities. They form an integral part of e-learning and blended learning. Many researchers and educators use asynchronous online discussion activity to develop student...
Students' Use of Asynchronous Voice Discussion in a Blended-Learning Environment: A Study of Two Undergraduate Classes
Electronic Journal of e-Learning Vol. 10, No. 4 (2012) pp. 360–367
Contemporary discussions of education in blended-learning environments increasingly emphasize the social nature of learning which emphasizes interactions among students, or among students and instructors. These interactions can occur asynchronously...
Asia Pacific Journal of Education Vol. 32, No. 2 (2012) pp. 181–196
Facebook has become one of the most popular social network sites among many students. However, current research on Facebook use has focused mainly on Anglo-American students. Relatively little is known about Facebook use in Singapore. Data were...
Higher-Level Knowledge Construction in Asynchronous Online Discussions: An Analysis of Group Size, Duration of Online Discussion, and Student Facilitation Techniques
Instructional Science: An International Journal of the Learning Sciences Vol. 39, No. 3 (May 2011) pp. 303–319
This study is concerned with the challenge of understanding what factors may influence students' higher level knowledge construction. We defined higher level knowledge construction occurrences as the sum of the number of phases II to V measured...
Attracting student participation in asynchronous online discussions: A case study of peer facilitation
Computers & Education Vol. 51, No. 3 (November 2008) pp. 1111–1124
Previous research studies on how to promote student participation in asynchronous online discussions have largely focused on the role of the instructor or tutor as facilitators. Not many investigated student facilitation. This article reports a...
Journal of Educational Computing Research Vol. 38, No. 1 (2008) pp. 29–50
The use of online learning is growing very fast in universities. Consequently, understanding how to promote student contribution in asynchronous online discussions, which is considered an integral part of online learning, has become increasingly...
Journal of Educational Computing Research Vol. 41, No. 4 (2009) pp. 477–511
This study examined the factors and peer facilitation techniques that influenced students' participation in sustained asynchronous online discussion. A case study approach was used, with data collected through interviews, questionnaires, and online...
Solving Ill-Structured Problems in Asynchronous Online Discussions: Built-in Scaffolds vs. No Scaffolds
Interactive Learning Environments Vol. 18, No. 2 (June 2010) pp. 115–134
Solving ill-structured problems is regarded as an important learning outcome in education as it allows learners to apply theories learnt into real practice. An asynchronous online discussion, with extended time for reflection, is an appropriate...
What Information Communication Technology (ICT) had been used in preschool education during the recent decade?
EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 914–920
This paper aims to report on the evidences on the use of Information Communication Technology (ICT) for preschool education in many countries around the world during the recent decade. The literature review was done based on journal articles and...
Critical Thinking in Asynchronous Online Discussion: An Investigation of Student Facilitation Techniques
New Horizons in Education Vol. 59, No. 1 (May 2011) pp. 52–65
Background: In the last decade, asynchronous online discussion forums have become a primary focus of many educational researchers. Some advocates believed that the process of typing out messages in itself can promote in-depth critical thinking...
Development of an Instrument to Measure Preservice Teachers' Technology Skills, Technology Beliefs, and Technology Barriers
Computers in the Schools Vol. 25, No. 1 (July 2008) pp. 112–125
The purpose of this study was to develop and field-test the Technology Skills, Beliefs, and Barriers scale and to determine its validity and reliability for use with preservice teachers. Data were collected from 176 preservice teachers enrolled in a ...
Student Contribution in Asynchronous Online Discussion: A Review of the Research and Empirical Exploration
Instructional Science: An International Journal of the Learning Sciences Vol. 38, No. 6 (November 2010) pp. 571–606
The increasingly prevalent use of Internet in schools and homes has resulted in asynchronous online discussion becoming an increasingly common means to facilitate dialogue between instructors and students, as well as students and students beyond the ...
New Horizons in Education Vol. 56, No. 1 (May 2008) pp. 1–13
Background: Asynchronous online discussion (AOD) has found widespread use in tertiary education and adult learning environment; however, there has been little research on its use in elementary school, especially in the context of the teaching of the ...
Global Learn 2010 (May 17, 2010) pp. 4210–4215
This paper is part of a larger study that investigates the types of facilitation techniques exhibited by student facilitators and how these techniques may foster in-depth levels of critical thinking in asynchronous online discussions. Data were...
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2010 (2010) pp. 690–693
This study aims to identify the peer facilitation techniques that could scaffold interaction in asynchronous online discussion forums. The findings of this study suggest that scaffolding interaction in asynchronous online discussion through peer...
Internet and Higher Education Vol. 13, No. 4 (December 2010) pp. 284–291
Project-based learning engages students in problem solving through artefact design. However, previous studies of online project-based learning have focused primarily on the dynamics of online collaboration; students' knowledge construction...
Teacher Education and Special Education Vol. 28, No. 3 (2005) pp. 207–220
This study investigated the use of online mentoring in giving professional support to 26 limited licensed teachers doing a practicum in the area of emotional/behavioral disorders. The practicum involved planning, implementing and evaluating an...
Annual Meeting of the Association for Educational Communications and Technology 2004 (October 2005)
In recent years, Web technologies have helped expand distance education in higher education. Online programs have become widely and generally accepted in many countries. According to the U.S. Department of Education, the number of Institutions of...