Search results for author:"Hyeon Woo Lee"
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The effects of generative learning strategy prompts and metacognitive feedback on learners' self-regulation, generation process, and achievement
(2008) pp. 1–180
Instructional designers need to understand the internal processes of learning, identify learners’ cognitive difficulties with those processes, and create strategies to help learners overcome those difficulties. Generative learning theory, one...
An Application of Latent Variable Structural Equation Modeling for Experimental Research in Educational Technology
Turkish Online Journal of Educational Technology Vol. 10, No. 1 (January 2011) pp. 15–23
As the technology-enriched learning environments and theoretical constructs involved in instructional design become more sophisticated and complex, a need arises for equally sophisticated analytic methods to research these environments, theories,...
The Effects of Cross-Modality and Level of Self-Regulated Learning on Knowledge Acquisition with Smartpads
Educational Technology Research and Development Vol. 66, No. 2 (2018) pp. 247–265
Recently, there has been a transition from traditional paper or computer-based learning environments to smartpad-based learning environments, which are based on touch and involve various cognitive strategies such as touch operation and note taking....
World Conference on Educational Media and Technology 2010 (Jun 29, 2010) pp. 2777–2782
The study examined how learners actually interacted with the instructional interventions by gathering and analyzing overt evidence of generative learning from learners’ highlighting and note-taking products. Furthermore, this study developed a...
Asia-Pacific Education Researcher Vol. 22, No. 3 (2013) pp. 241–245
Recently, projected electronic slides have been the most common tool used in classrooms. However, electronic projection slides, such as PowerPoint slides, do not provide sufficient flexibility to augment the displayed materials; therefore,...
Generative Learning Strategies and Metacognitive Feedback to Facilitate comprehension of Complex Science Topics and Self-Regulation
Journal of Educational Multimedia and Hypermedia Vol. 18, No. 1 (January 2009) pp. 5–25
Comprehension of complex science topics occurs from the creation of new understanding of the information by the learner. However, learners are not very successful generating their own meaning, especially in computer based learning environments in...
Educational Technology Research and Development Vol. 58, No. 6 (December 2010) pp. 629–648
Comprehension of science topics occurs when learners meaningfully generate relationships and conceptions about what they read. In this generation process, learners' cognitive and metacognitive regulation is one of the most critical factors...
Integrating User Interface and Personal Innovativeness into the TAM for Mobile Learning in Cyber University
Journal of Computing in Higher Education Vol. 26, No. 2 (August 2014) pp. 143–158
This study aims to add new variables, namely user interface, personal innovativeness, and satisfaction in learning, to Davis's technology acceptance model and also examine whether learners are willing to adopt mobile learning. Thus, this study...
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 82–86
One of the biggest complaint among undergraduate students is the lack of feedback with regard to their task performance. This study introduces integrative analog-to-digital feedback system, and then examined the effectiveness of the system in a...
Revising a Large Question Pool for an Astronomy Class: A Collaboration Between Instructional Design Researchers and Astrophysicists
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (Nov 17, 2008) p. 393
Instructional design researchers and astrophysicists at a large northeastern land-grant university carried out comprehensive analysis of the questions used in a large-enrollment hybrid-format (with both F2F and online components) introductory course ...