Search results for author:"Connie Ng"
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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...
Journal of Educational Computing Research Vol. 38, No. 1 (2008) pp. 29–50
The use of online learning is growing very fast in universities. Consequently, understanding how to promote student contribution in asynchronous online discussions, which is considered an integral part of online learning, has become increasingly...
Project-Based Learning in a Technologically Enhanced Learning Environment for Second Language Learners: Students' Perceptions
E-Learning and Digital Media Vol. 9, No. 2 (2012) pp. 183–195
This article presents a new approach to English for Academic Purposes (EAP) course design. Situated in the context of an English-medium university in Hong Kong, the article describes an undergraduate course in English for science, which focused not...
Student Contribution in Asynchronous Online Discussion: A Review of the Research and Empirical Exploration
Instructional Science: An International Journal of the Learning Sciences Vol. 38, No. 6 (November 2010) pp. 571–606
The increasingly prevalent use of Internet in schools and homes has resulted in asynchronous online discussion becoming an increasingly common means to facilitate dialogue between instructors and students, as well as students and students beyond the ...
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2010 (2010) pp. 690–693
This study aims to identify the peer facilitation techniques that could scaffold interaction in asynchronous online discussion forums. The findings of this study suggest that scaffolding interaction in asynchronous online discussion through peer...
Solving Ill-Structured Problems in Asynchronous Online Discussions: Built-in Scaffolds vs. No Scaffolds
Interactive Learning Environments Vol. 18, No. 2 (June 2010) pp. 115–134
Solving ill-structured problems is regarded as an important learning outcome in education as it allows learners to apply theories learnt into real practice. An asynchronous online discussion, with extended time for reflection, is an appropriate...
Journal of Educational Computing Research Vol. 41, No. 4 (2009) pp. 477–511
This study examined the factors and peer facilitation techniques that influenced students' participation in sustained asynchronous online discussion. A case study approach was used, with data collected through interviews, questionnaires, and online...
Investigating Singapore Pre-Service Teachers' Ill-Structured Problem-Solving Processes in an Asynchronous Online Environment: Implications for Reflective Thinking
New Horizons in Education Vol. 54 (November 2006) pp. 1–15
Background: Solving ill-structured problems is an important aspect in many professions, including the teaching profession. It is therefore appropriate to engage pre-service teachers in solving ill-structured problems. Aim: This study investigates...
Australasian Journal of Educational Technology Vol. 23, No. 4 (Jan 01, 2007)
This study explores the relative effectiveness of in class online discussion and face to face, tutor led discussion in preservice teachers' recall of concepts. Two groups of preservice teachers, who engaged in different discussion modes, were tested ...