Search results for author:"Kyu Yon Lim"
Total records matched: 20 Search took: 0.100 secs
The Pennsylvania State University
The effect of concept mapping with different levels of generativity and learners' self-regulated learning skills on knowledge acquisition and representation
(2008) pp. 1–157
The purpose of this study was to investigate the effectiveness of concept mapping strategies with different levels of generativity in terms of knowledge acquisition and knowledge representation. Also, it examined whether or not learners’ self...
Innovations in Education and Teaching International Vol. 48, No. 3 (2011) pp. 323–333
The goal of this study is to gain a detailed understanding of the experience of instructors who have been using Tablet PCs (TPCs) for their teaching practice. The study examines the lived experience of 28 faculty members from a College of...
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...
Exploratory study on the patterns of online interaction and knowledge co-construction in project-based learning
Computers & Education Vol. 55, No. 3 (November 2010) pp. 1383–1392
This study aims to investigate the patterns and the quality of online interaction during project-based learning (PjBL) on both micro and macro levels. To achieve this purpose, PjBL was implemented with online group activities in an undergraduate...
EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 1251–1255
The purpose of this study is to analyze research trends on flipped learning in South Korea and provide suggestions on further study. This study reviews previous and ongoing research on flipped learning published in Korean journals in order to...
Promoting learning in online, ill-structured problem solving: The effects of scaffolding type and metacognition level
Computers & Education Vol. 138, No. 1 (September 2019) pp. 116–129
This study aims to identify the effects of scaffolding type (supportive or reflective) and metacognition level (low or high) on presence, problem-solving performance, and achievement in online ill-structured problem solving. One hundred forty-eight...
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,...
Investigating the Structural Relationship among Perceived Innovation Attributes, Intention to Use and Actual Use of Mobile Learning in an Online University in South Korea
Australasian Journal of Educational Technology Vol. 30, No. 4 (2014) pp. 427–439
The purpose of this study was to investigate the effect of perceived attributes of innovation, that is, relative advantage, compatibility, complexity, trialability and observability on learners' use of mobile learning. Specifically, this study...
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...
Locus of control, self-efficacy, and task value as predictors of learning outcome in an online university context
Computers & Education Vol. 62, No. 1 (March 2013) pp. 149–158
This study investigates the predictors of learner satisfaction, achievement and persistence in an online university located in South Korea. The specific predictors were learners' locus of control, self-efficacy, and task value, and the mediating...
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...
Online university students' satisfaction and persistence: Examining perceived level of presence, usefulness and ease of use as predictors in a structural model
Computers & Education Vol. 57, No. 2 (September 2011) pp. 1654–1664
Learners’ satisfaction and persistence are considered critical success factors in online universities where all of the teaching and learning activities are carried out online. This study aims to investigate the structural relationships among...
Journal of Educational Technology & Society Vol. 15, No. 1 (2012) pp. 313–325
The primary objective of this study was to investigate the determinants of learning flow and achievement in corporate online training. Self-efficacy, intrinsic value, and test anxiety were selected as learners' motivational factors, while perceived...
Computers & Education Vol. 95, No. 1 (April 2016) pp. 114–122
This study aims to investigate the structural relationships between secondary school teachers' TPACK, perception of school support for technology use, technostress, and intention to use technology in Korea, where a SMART education initiative has...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 1937–1941
Mobile learning in higher education, especially in online universities in South Korea, has been rapidly grown. However, the factors relevant to the success of mobile learning has not been explored sufficiently yet. This study hypothesized that...
An Exploratory Study on the Interaction Pattern and Shared Mental Model in a Web-based Collaborative Learning
EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 779–785
The purpose of this study is to identify the role of shared mental model (SMM) in a web-based collaborative learning, and suggest implications by exploring the relationships between SMM and the pattern of interaction. SMM is a representation of...
Yu-hui Ching; Natalia Kapli; Hien Nguyen; Meltem DILEO; Kyu Yon Lim; Hsin-I Yung; Barbara Grabowski; Scott Miller
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (Nov 17, 2008) p. 1524
Understanding how science is learned is of major national interest through the STEM initiatives. Astronomy learning falls in that category. Introductory Astronomy courses are usually offered as general education courses to promote an understanding...
Unobtrusive Measure of Attitude in Online Discussions: Implications for Crafting Discussion Triggers
Eugeniu Grigorescu; Chulapol Thanomsing; Barbara Grabowski; Khusro Kidvai; Scott Miller; Yu-Chang Hsu; Natalia Kapli; Kyu Yon Lim
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (Nov 17, 2008) p. 2675
The discussion forum constitutes an integral part of learning content and engaging students in higher order thinking in online courses, but can student attitude toward the course be revealed in those online discussions? If attitude toward the...
Hien Nguyen; Natalia Kapli; Yu-hui Ching; Meltem Albayrak Dileo; Kyu Yon Lim; Barbara Grabowski; Scott Miller
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (Nov 17, 2008) pp. 3034–3039
From the perspective of Garrison, Anderson and Archer (2000)’s Community of Inquiry framework, it is important that online learning facilitates social presence, teaching presence and cognitive presence in order to bring about meaningful learning. ...