Search results for author:"Youngju Lee"
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University of Virginia
(2010) pp. 1–180
Although open-ended questions are considered high-quality questions in that they stimulate students' thinking and encourage students to express their ideas, teachers do not use open-ended questions frequently as much as closed-ended questions....
Pre-K Children’s Interaction with Educational Software Programs; An Observation of Capabilities and Levels of Engagement
Journal of Educational Multimedia and Hypermedia Vol. 18, No. 3 (July 2009) pp. 289–309
In this study, an interpretive qualitative approach was employed to explore how pre-K children interact with educational software programs. This study addressed four aspects of children’s computer use: mouse manipulation, interface interpretation,...
Australasian Journal of Educational Technology Vol. 34, No. 3 (Jul 20, 2018)
The purpose of the study was to investigate how structured blogging influences pre-service teachers\u2019 writings. In this study, pre-service teachers were provided with structured guidance for blog writing to support their instructional media...
Enhancing pre-service teachers' self-efficacy beliefs for technology integration through lesson planning practice
Computers & Education Vol. 73, No. 1 (April 2014) pp. 121–128
The purpose of this study was to identify how pre-service teachers' self-efficacy beliefs for technology integration (SETI) can be improved during the coursework intervention, and which of the course factors (instructional media development skills,...
Contributions of Metacognitive Self-regulation and Academic Locus of Control to Online Learning Persistence
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 2010–2019
This study examined differences between the group of persistent and group of dropout students enrolled in an online course in five factors: support from family and work, academic locus of control, academic self-efficacy, time and environment...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 1103–1112
This study examined the impact of the Automated Essay Scoring (AES) on improving English writing quality across different levels of integration (No-AES, Optional-AES, and Integrated-AES) in two English learning contexts (ESL and EFL). A total of 172 ...
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3008–3012
In spite of the increasing demands for English writing proficiency, English writing instruction has not been effective for teaching and learning because of ineffective and insufficient feedback in class. As an alternative resource of quality...
Technology integrated ESL writing instruction using Automated Essay Scoring (AES) and the impact in improving writing quality
World Conference on Educational Media and Technology 2010 (Jun 29, 2010) pp. 3301–3306
While written feedback is intuitively accepted as the essential component of writing instruction, the lack of teachers’ time and competency has brought about the problematic feedback performance in ESL classrooms. The automated essay scoring (AES),...
Educational Technology Research and Development Vol. 59, No. 5 (October 2011) pp. 593–618
Although online learning is expanding in availability and popularity, the high dropout rates remain a challenging problem. In this paper, we reviewed the existing empirical studies on online course dropouts in post-secondary education that were...
Innovations in Education and Teaching International Vol. 55, No. 1 (2018) pp. 3–12
This study examines the effects of a flipped classroom in a technology integration course for pre-service teachers. In total, 79 students were randomly assigned into a flipped classroom or a traditional classroom group and given three multimedia...
Internet and Higher Education Vol. 16, No. 1 (January 2013) pp. 36–42
This study examined the effects of internal academic locus of control (ALOC), learning strategies, flow experience, and student satisfaction on student retention in online learning courses. A total number of 282 adult students at the Korea National...
Instructional Science: An International Journal of the Learning Sciences Vol. 40, No. 6 (November 2012) pp. 857–874
In the current study, we focus on teacher-student discourse in Pre-K science activities, with particular attention to teacher questioning. Videotaped classroom observations and teacher interviews served as the corpus of data. Overall, teachers asked ...
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 2118–2123
Drawing upon the computer skills that are already present in many young children, we are addressing mathematical deficiencies in the Pre-K student population by developing a rigorous Pre-K mathematics curriculum that also offers interactive, story...
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 28, No. 4 (May 2012) pp. 568–577
We examined the effects of teacher supports in enhancing teachers’ open-ended questioning in pre-k activities. The blended teacher supports included online video demonstrations of questioning techniques and companion workshop activities. Twenty-five ...