Search results for author:"Jae-Eun Joo"
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Online Learning for Human Rights Education: Qualitative inquiry into international educators’ online learning experiences
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 1709–1716
This research explores how diverse international educators engaged in a 12-week online course about context-sensitive and controversial issues related to human rights education (HRE). For fifteen months, I conducted a series of online inquiries and...
Topics: Professional Development
Virtual Learning for Human Rights: Qualitative inquiry into educators' learning experiences in an online course about human rights education
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 1761–1765
This research aims to explore how diverse human rights educators engage in an online course about context-sensitive and controversial issues related to human rights education (HRE) through constructivist methods like critical reflection and...
Human rights education online: Qualitative inquiry into international educators' online learning experiences
Human@rights@education online: Qualitative inquiry into international@educators' online learning experiences (2005) pp. 1–293
I observed the learning experiences of eleven international educators participating in a 12-week online course about human rights education (HRE), and analyzed how they communicated and learned online about context-sensitive and controversial HRE...
Exploring the factors that affect intention to use digital textbooks among elementary school students in South Korea
EdMedia: World Conference on Educational Media and Technology 2014 (Jun 23, 2014) pp. 2203–2206
This paper investigated the effects of perceived usefulness, perceived ease of use, and subjective norms on the intention to use digital textbooks among 153 elementary school students in South Korea. Structural Equation Modeling (SEM) using AMOS was ...
Analysis of the Structural Relationship between Meta-cognitive Strategy, Perceived Usefulness, Satisfaction and Achievement in the Corporate E-Learning Courses
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 1854–1862
This study analyzed the survey results of 210 participants in an e-learning course at A Corporation through structural equation modeling using meta-cognitive strategy and perceived usefulness as exogenous variables, and satisfaction and achievement...