Search results for author:"David Hung"
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Journal of Interactive Learning Research Vol. 14, No. 2 (April 2003) pp. 129–155
In this paper we attempt to appropriate relevant neuroscience research findings and draw possible implications to learning and instruction. In such an attempt, we also complement findings from the cognitive and learning sciences with relevancy from...
Situated Cognition and Problem-Based Learning: Implications for Learning and Instruction with Technology
Journal of Interactive Learning Research Vol. 13, No. 4 (2002) pp. 393–414
The aims of this article are three-fold. First, this article reviews the foundational premises of situated cognition and attempts to substantiate its theoretical underpinnings with the transactional worldview supported by the works of John Dewey,...
International Journal on E-Learning Vol. 2, No. 4 (2003) pp. 60–71
This paper attempts to analyze the reasons why some online communities thrive, while others seem to have less participation. From such an analysis, design implications are derived for application to online learning communities. A conceptual...
A Journey on Refining Rules for Online Discussion: Implications for the Design of Learning Management Systems
Journal of Interactive Learning Research Vol. 20, No. 2 (April 2009) pp. 157–173
Research on asynchronous online discussions has primarily focused on their efficacy in relation to learning outcomes. Rarely are there investigations on how the design of online learning activities or how discussions could be incorporated into...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 1782–1785
This case study documents our effort in using Knowledge Building approach on 18 pre-service teachers learning to design constructivist activities with technology. The course was delivered using blended instructions, complementing face-to-face...