This paper describes two studies that explore students' beliefs about critical and creative learn... more This paper describes two studies that explore students' beliefs about critical and creative learning at two universities, and considers the implications of those beliefs in comparison to the universities' stated education goals. One is a mixed method study of students at a top university in Korea, and the second is a comparative study between the Korean university and a United States (US) university. The first study found that both high-achievers and the general population at a top Korean university perceived their critical and creative abilities as lower than their receptive learning abilities, and that higher achievers were neither more critical nor creative than lower achievers. The second study finds that the Korean university students, compared to US students, were more likely to rate their receptive learning ability as higher than their critical and creative learning abilities. Comparisons across year of higher education (HE) suggest that Korean students' perceptions did not significantly change with respect to year in school, while US students' perceptions of critical learning abilities significantly increased across school years. Results are discussed with respect to the impact of culture, epistemological beliefs, and HE instruction on critical and creative learning.
We critically review literature on the association between searching and learning and contribute ... more We critically review literature on the association between searching and learning and contribute to the formulation of a research agenda for searching as learning. The paper begins by reviewing current literature that tends to characterize search systems as tools for learning. We then present a perspective on searching as learning that focuses on the learning that occurs during the search process, as well as search outputs and learning outcomes. The concept of ‘comprehensive search’ is proposed to describe iterative, reflective and integrative search sessions that facilitate critical and creative learning beyond receptive learning. We also discuss how search interaction data can provide a rich source of implicit and explicit features through which to assess search-related learning. In conclusion, we summarize opportunities and challenges for future research with respect to four agendas: developing a search system that supports sense-making and enhances learning; supporting effective...
Innovations in Education and Teaching International, 2015
Abstract This study analyses how high-achieving students approach team project-based learning (TP... more Abstract This study analyses how high-achieving students approach team project-based learning (TPBL) and aims to identify the implications and challenges of TPBL practice in higher education. After interviewing 32 high-achieving students and surveying 1022 additional students at a South Korean university, we found that four factors were particularly relevant to the challenges of high-achieving students’ TPBL: initiative, goal orientation, social relationships, and preference for TPBL. The results showed that high achievers believed that they worked with greater initiative than their teammates throughout the team project – although mostly alone – and were distressed by collaboration and prone to abandon collaborative work to ensure higher grades. These findings indicate that high-achieving students, despite their high grades, might not successfully learn the competency for the high level of teamwork and collaboration expected in TPBL, perhaps because they persist in approaching team learning as individual-oriented rather than collaborative.
Peer evaluation is an effective way for every student participates in the team project actively. ... more Peer evaluation is an effective way for every student participates in the team project actively. However, peer evaluation is not willingly taken for lack of credibility. In this context, this paper investigates what students think important when they evaluate peers in team ...
With the recent development of internet and mobile technology, a new kind of e-text communication... more With the recent development of internet and mobile technology, a new kind of e-text communication is emerging. From messenger chatting, mobile texting, to social networking through Twitter or Facebook, e-text communication is becoming a main communication channel, especially for the younger generation. However, there has not been sufficient investigation into how this new kind of e-text communication can be applied in interactive learning environments, and which attributes of communicative e-text might influence learning. This paper, therefore, integrates a theoretical framework for understanding the essentials of e-text communication and explores the implications for its appropriate application in learning practice. After reviewing the historical background of orality and literacy as the basis of communication, this paper presents the core attributes of e-text communication. Finally, a theoretical framework for evolving e-text communication is elaborated with learning implications.
This study explores what makes high achievement at a top university in order to gain insights int... more This study explores what makes high achievement at a top university in order to gain insights into college learning. For this purpose, institution-wide in-depth interviews were conducted with the 45 highest achievers (GPA of 4.0/4.3 or higher) at a top Korean university, and the interview data were primarily analyzed qualitatively to investigate in-depth determinants. The results revealed that these highest achievers share the following specific cognitive, motivational, and self-regulation strategies: (1) they recorded all of the information provided in class; (2) used a motivational regulation strategy rather than motivation itself; and (3) were highly managerial in their cognition, emotions, physical condition, time management, and interpersonal relationships. These findings were verified by quantitative data obtained from online surveys of 1,111 students at the university. Critical implications and suggestions, such as institutional support, evaluation criteria, cultural differences, and other related issues, were discussed.
This study examines the influence of instructional design and management style on student achieve... more This study examines the influence of instructional design and management style on student achievement and satisfaction in a web-based distance learning environment. From the literature review, two major instructional design and management styles in web-based distance education were conceptualized as structure and interpersonal interaction. To investigate the differences on learning output variables, two web-based instructional programs were developed as college level courses. One course was developed and implemented mainly with a resource-based highly structured self-learning mode with little interpersonal interaction, and the other course was developed and conducted mainly with interpersonal interaction without well-structured materials. Sixty seven and fifty six juniors were enrolled in each course at a cyber university for one semester. Questionnaires, achievement scores, satisfaction levels, and interview data were collected and analyzed. Findings indicated that self-learning wi...
This study analyzes how high-achieving students approach team project-based learning (TPBL) and a... more This study analyzes how high-achieving students approach team project-based learning (TPBL) and aims to identify the implications and challenges of TPBL practice in higher education After interviewing 32 high-achieving students and surveying 1,022 additional students at a South Korean university, we found that four factors were particularly relevant to the challenges of high-achieving students' TPBL: initiative, goal orientation, social relationships, and preference for TPBL. The results showed that high achievers believed that they worked with greater initiative than their teammates throughout the team project – although mostly alone – and were distressed by collaboration and prone to abandon collaborative work to ensure higher grades. These findings indicate that high-achieving students, despite their high grades, might not successfully learn the competency for the high level of teamwork and collaboration expected in TPBL, perhaps because they persist in approaching team learning as individual-oriented rather than collaborative.
We critically review literature on the association between searching and learning and contribute ... more We critically review literature on the association between searching and learning and contribute to the formulation of a research agenda for searching as learning. The paper begins by reviewing current literature that tends to characterize search systems as tools for learning. We then present a perspective on searching as learning that focuses on the learning that occurs during the search process , as well as search outputs and learning outcomes. The concept of 'comprehensive search' is proposed to describe iterative, reflective and integrative search sessions that facilitate critical and creative learning beyond receptive learning. We also discuss how search interaction data can provide a rich source of implicit and explicit features through which to assess search-related learning. In conclusion , we summarize opportunities and challenges for future research with respect to four agendas: developing a search system that supports sense-making and enhances learning; supporting effective user interaction for searching as learning; providing an inquiry-based literacy tool within a search system; and assessing learning from online searching behaviour. Keywords Assessment of learning in searching; expertise modelling; searching as learning; web searching behaviour
This paper describes two studies that explore students’ beliefs about critical and creative learn... more This paper describes two studies that explore students’ beliefs about critical and creative learning at two universities, and considers the implications of those beliefs in comparison to the universities’ stated education goals. One is a mixed method study of students at a top university in Korea, and the second is a comparative study between the Korean university and a United States (US) university. The first study found that both high-achievers and the general population at a top Korean university perceived their critical and creative abilities as lower than their receptive learning abilities, and that higher achievers were neither more critical nor creative than lower achievers. The second study finds that the Korean university students, compared to US students, were more likely to rate their receptive learning ability as higher than their critical and creative learning abilities. Comparisons across year of higher education (HE) suggest that Korean students’ perceptions did not significantly change with respect to year in school, while US students’ perceptions of critical learning abilities significantly increased across school years. Results are discussed with respect to the impact of culture, epistemological beliefs, and HE instruction on critical and creative learning.
Team project-based learning is reputed to be an appropriate way to activate interactions among st... more Team project-based learning is reputed to be an appropriate way to activate interactions among students and to encourage knowledge building through collaborative learning. Peer evaluation is an effective way for each student to participate actively in a team project. This article investigates the issues that are important to students when evaluating their peers in team project-based learning. A message analysis framework was inductively derived for the study, and data collected from the team-project learning process were categorized within this framework. Each message type was analyzed with respect to the students' peer evaluation results. The results showed that managerial, procedural, and social messages, rather than academic messages, significantly predicted peer evaluation results. These results indicate that students find social contributions, such as organizing or coordinating managerial abilities, more important than cognitive contributions when they evaluate peers. Additional results and the significance of their implications are discussed.
This study examines the influence of instructional design and management style on student achieve... more This study examines the influence of instructional design and management style on student achievement and satisfaction in a web-based distance learning environment. From the literature review, two major instructional design and management styles in web-based distance education were conceptualized as structure and interpersonal interaction. To investigate the differences on learning output variables, two web-based instructional programs were developed as college level courses. One course was developed and implemented mainly with a resource-based highly structured self-learning mode with little interpersonal interaction, and the other course was developed and conducted mainly with interpersonal interaction without well-structured materials. Sixty seven and fifty six juniors were enrolled in each course at a cyber university for one semester. Questionnaires, achievement scores, satisfaction levels, and interview data were collected and analyzed. Findings indicated that self-learning with well-structured materials was not inferior to highly interactive instruction without well-structured materials in receptive learning achievement. This implicates that wellstructured material can possibly replace a teacher's one to one interaction in receptive learning as early distance educators expected. However, students in the interactive course without well-structured materials, rather than in the well-structured course with little interaction, showed higher achievement in critical thinking learning. In terms of satisfaction, students in the structured course were more satisfied with structure, and students in the interactive course were more satisfied with interpersonal interaction. Implications of these findings and recommendations for further study are suggested.
This study explores what makes high achievement at a top university in order to gain insights int... more This study explores what makes high achievement at a top university in order to gain insights into college learning. For this purpose, institution-wide in-depth interviews were conducted with the 45 highest achievers (GPA of 4.0/4.3 or higher) at a top Korean university, and the interview data were primarily analyzed qualitatively to investigate in-depth determinants. The results revealed that these highest achievers share the following specific cognitive, motivational, and self-regulation strategies: (1) they recorded all of the information provided in class; (2) used a motivational regulation strategy rather than motivation itself; and (3) were highly managerial in their cognition, emotions, physical condition, time management, and interpersonal relationships. These findings were verified by quantitative data obtained from online surveys of 1,111 students at the university. Critical implications and suggestions, such as institutional support, evaluation criteria, cultural differences, and other related issues, were discussed.
The development of mobile devices and network technology is changing the ways in which people com... more The development of mobile devices and network technology is changing the ways in which people communicate with one another. Mobile text message has emerged as one of the most frequently used form of communication, which also gave rise to various non-verbal texts such as emoticons. Nonetheless, the use of text messages has largely been denied in education because text messages often involve colloquial and non-verbal texts considered inappropriate or grammatically incorrect by the teacher. In efforts to provide a theoretical framework to better understand mobile e-text communication, this research compared the practical usages of nonverbal texts in the mobile e-learning environment. The study developed three types of text messages according to the degree of using non-verbal texts and their phraseology as instructors' messages, which were then distributed to 259 students via mobile text messaging. The perceptions of students were analyzed using a semantic differential scale and a questionnaire. The results showed clear differences in students' perceptions of non-verbal text and traditional text, and that optimally designed non-verbal texts turned out to encourage the students' interaction the most out of the three types of text messages. Following the discussion of the results, an expanded theoretical framework beyond Ong's concepts of orality and literacy is also suggested to understand the evolution of mobile e-text communication in education.
This paper describes two studies that explore students' beliefs about critical and creative learn... more This paper describes two studies that explore students' beliefs about critical and creative learning at two universities, and considers the implications of those beliefs in comparison to the universities' stated education goals. One is a mixed method study of students at a top university in Korea, and the second is a comparative study between the Korean university and a United States (US) university. The first study found that both high-achievers and the general population at a top Korean university perceived their critical and creative abilities as lower than their receptive learning abilities, and that higher achievers were neither more critical nor creative than lower achievers. The second study finds that the Korean university students, compared to US students, were more likely to rate their receptive learning ability as higher than their critical and creative learning abilities. Comparisons across year of higher education (HE) suggest that Korean students' perceptions did not significantly change with respect to year in school, while US students' perceptions of critical learning abilities significantly increased across school years. Results are discussed with respect to the impact of culture, epistemological beliefs, and HE instruction on critical and creative learning.
We critically review literature on the association between searching and learning and contribute ... more We critically review literature on the association between searching and learning and contribute to the formulation of a research agenda for searching as learning. The paper begins by reviewing current literature that tends to characterize search systems as tools for learning. We then present a perspective on searching as learning that focuses on the learning that occurs during the search process, as well as search outputs and learning outcomes. The concept of ‘comprehensive search’ is proposed to describe iterative, reflective and integrative search sessions that facilitate critical and creative learning beyond receptive learning. We also discuss how search interaction data can provide a rich source of implicit and explicit features through which to assess search-related learning. In conclusion, we summarize opportunities and challenges for future research with respect to four agendas: developing a search system that supports sense-making and enhances learning; supporting effective...
Innovations in Education and Teaching International, 2015
Abstract This study analyses how high-achieving students approach team project-based learning (TP... more Abstract This study analyses how high-achieving students approach team project-based learning (TPBL) and aims to identify the implications and challenges of TPBL practice in higher education. After interviewing 32 high-achieving students and surveying 1022 additional students at a South Korean university, we found that four factors were particularly relevant to the challenges of high-achieving students’ TPBL: initiative, goal orientation, social relationships, and preference for TPBL. The results showed that high achievers believed that they worked with greater initiative than their teammates throughout the team project – although mostly alone – and were distressed by collaboration and prone to abandon collaborative work to ensure higher grades. These findings indicate that high-achieving students, despite their high grades, might not successfully learn the competency for the high level of teamwork and collaboration expected in TPBL, perhaps because they persist in approaching team learning as individual-oriented rather than collaborative.
Peer evaluation is an effective way for every student participates in the team project actively. ... more Peer evaluation is an effective way for every student participates in the team project actively. However, peer evaluation is not willingly taken for lack of credibility. In this context, this paper investigates what students think important when they evaluate peers in team ...
With the recent development of internet and mobile technology, a new kind of e-text communication... more With the recent development of internet and mobile technology, a new kind of e-text communication is emerging. From messenger chatting, mobile texting, to social networking through Twitter or Facebook, e-text communication is becoming a main communication channel, especially for the younger generation. However, there has not been sufficient investigation into how this new kind of e-text communication can be applied in interactive learning environments, and which attributes of communicative e-text might influence learning. This paper, therefore, integrates a theoretical framework for understanding the essentials of e-text communication and explores the implications for its appropriate application in learning practice. After reviewing the historical background of orality and literacy as the basis of communication, this paper presents the core attributes of e-text communication. Finally, a theoretical framework for evolving e-text communication is elaborated with learning implications.
This study explores what makes high achievement at a top university in order to gain insights int... more This study explores what makes high achievement at a top university in order to gain insights into college learning. For this purpose, institution-wide in-depth interviews were conducted with the 45 highest achievers (GPA of 4.0/4.3 or higher) at a top Korean university, and the interview data were primarily analyzed qualitatively to investigate in-depth determinants. The results revealed that these highest achievers share the following specific cognitive, motivational, and self-regulation strategies: (1) they recorded all of the information provided in class; (2) used a motivational regulation strategy rather than motivation itself; and (3) were highly managerial in their cognition, emotions, physical condition, time management, and interpersonal relationships. These findings were verified by quantitative data obtained from online surveys of 1,111 students at the university. Critical implications and suggestions, such as institutional support, evaluation criteria, cultural differences, and other related issues, were discussed.
This study examines the influence of instructional design and management style on student achieve... more This study examines the influence of instructional design and management style on student achievement and satisfaction in a web-based distance learning environment. From the literature review, two major instructional design and management styles in web-based distance education were conceptualized as structure and interpersonal interaction. To investigate the differences on learning output variables, two web-based instructional programs were developed as college level courses. One course was developed and implemented mainly with a resource-based highly structured self-learning mode with little interpersonal interaction, and the other course was developed and conducted mainly with interpersonal interaction without well-structured materials. Sixty seven and fifty six juniors were enrolled in each course at a cyber university for one semester. Questionnaires, achievement scores, satisfaction levels, and interview data were collected and analyzed. Findings indicated that self-learning wi...
This study analyzes how high-achieving students approach team project-based learning (TPBL) and a... more This study analyzes how high-achieving students approach team project-based learning (TPBL) and aims to identify the implications and challenges of TPBL practice in higher education After interviewing 32 high-achieving students and surveying 1,022 additional students at a South Korean university, we found that four factors were particularly relevant to the challenges of high-achieving students' TPBL: initiative, goal orientation, social relationships, and preference for TPBL. The results showed that high achievers believed that they worked with greater initiative than their teammates throughout the team project – although mostly alone – and were distressed by collaboration and prone to abandon collaborative work to ensure higher grades. These findings indicate that high-achieving students, despite their high grades, might not successfully learn the competency for the high level of teamwork and collaboration expected in TPBL, perhaps because they persist in approaching team learning as individual-oriented rather than collaborative.
We critically review literature on the association between searching and learning and contribute ... more We critically review literature on the association between searching and learning and contribute to the formulation of a research agenda for searching as learning. The paper begins by reviewing current literature that tends to characterize search systems as tools for learning. We then present a perspective on searching as learning that focuses on the learning that occurs during the search process , as well as search outputs and learning outcomes. The concept of 'comprehensive search' is proposed to describe iterative, reflective and integrative search sessions that facilitate critical and creative learning beyond receptive learning. We also discuss how search interaction data can provide a rich source of implicit and explicit features through which to assess search-related learning. In conclusion , we summarize opportunities and challenges for future research with respect to four agendas: developing a search system that supports sense-making and enhances learning; supporting effective user interaction for searching as learning; providing an inquiry-based literacy tool within a search system; and assessing learning from online searching behaviour. Keywords Assessment of learning in searching; expertise modelling; searching as learning; web searching behaviour
This paper describes two studies that explore students’ beliefs about critical and creative learn... more This paper describes two studies that explore students’ beliefs about critical and creative learning at two universities, and considers the implications of those beliefs in comparison to the universities’ stated education goals. One is a mixed method study of students at a top university in Korea, and the second is a comparative study between the Korean university and a United States (US) university. The first study found that both high-achievers and the general population at a top Korean university perceived their critical and creative abilities as lower than their receptive learning abilities, and that higher achievers were neither more critical nor creative than lower achievers. The second study finds that the Korean university students, compared to US students, were more likely to rate their receptive learning ability as higher than their critical and creative learning abilities. Comparisons across year of higher education (HE) suggest that Korean students’ perceptions did not significantly change with respect to year in school, while US students’ perceptions of critical learning abilities significantly increased across school years. Results are discussed with respect to the impact of culture, epistemological beliefs, and HE instruction on critical and creative learning.
Team project-based learning is reputed to be an appropriate way to activate interactions among st... more Team project-based learning is reputed to be an appropriate way to activate interactions among students and to encourage knowledge building through collaborative learning. Peer evaluation is an effective way for each student to participate actively in a team project. This article investigates the issues that are important to students when evaluating their peers in team project-based learning. A message analysis framework was inductively derived for the study, and data collected from the team-project learning process were categorized within this framework. Each message type was analyzed with respect to the students' peer evaluation results. The results showed that managerial, procedural, and social messages, rather than academic messages, significantly predicted peer evaluation results. These results indicate that students find social contributions, such as organizing or coordinating managerial abilities, more important than cognitive contributions when they evaluate peers. Additional results and the significance of their implications are discussed.
This study examines the influence of instructional design and management style on student achieve... more This study examines the influence of instructional design and management style on student achievement and satisfaction in a web-based distance learning environment. From the literature review, two major instructional design and management styles in web-based distance education were conceptualized as structure and interpersonal interaction. To investigate the differences on learning output variables, two web-based instructional programs were developed as college level courses. One course was developed and implemented mainly with a resource-based highly structured self-learning mode with little interpersonal interaction, and the other course was developed and conducted mainly with interpersonal interaction without well-structured materials. Sixty seven and fifty six juniors were enrolled in each course at a cyber university for one semester. Questionnaires, achievement scores, satisfaction levels, and interview data were collected and analyzed. Findings indicated that self-learning with well-structured materials was not inferior to highly interactive instruction without well-structured materials in receptive learning achievement. This implicates that wellstructured material can possibly replace a teacher's one to one interaction in receptive learning as early distance educators expected. However, students in the interactive course without well-structured materials, rather than in the well-structured course with little interaction, showed higher achievement in critical thinking learning. In terms of satisfaction, students in the structured course were more satisfied with structure, and students in the interactive course were more satisfied with interpersonal interaction. Implications of these findings and recommendations for further study are suggested.
This study explores what makes high achievement at a top university in order to gain insights int... more This study explores what makes high achievement at a top university in order to gain insights into college learning. For this purpose, institution-wide in-depth interviews were conducted with the 45 highest achievers (GPA of 4.0/4.3 or higher) at a top Korean university, and the interview data were primarily analyzed qualitatively to investigate in-depth determinants. The results revealed that these highest achievers share the following specific cognitive, motivational, and self-regulation strategies: (1) they recorded all of the information provided in class; (2) used a motivational regulation strategy rather than motivation itself; and (3) were highly managerial in their cognition, emotions, physical condition, time management, and interpersonal relationships. These findings were verified by quantitative data obtained from online surveys of 1,111 students at the university. Critical implications and suggestions, such as institutional support, evaluation criteria, cultural differences, and other related issues, were discussed.
The development of mobile devices and network technology is changing the ways in which people com... more The development of mobile devices and network technology is changing the ways in which people communicate with one another. Mobile text message has emerged as one of the most frequently used form of communication, which also gave rise to various non-verbal texts such as emoticons. Nonetheless, the use of text messages has largely been denied in education because text messages often involve colloquial and non-verbal texts considered inappropriate or grammatically incorrect by the teacher. In efforts to provide a theoretical framework to better understand mobile e-text communication, this research compared the practical usages of nonverbal texts in the mobile e-learning environment. The study developed three types of text messages according to the degree of using non-verbal texts and their phraseology as instructors' messages, which were then distributed to 259 students via mobile text messaging. The perceptions of students were analyzed using a semantic differential scale and a questionnaire. The results showed clear differences in students' perceptions of non-verbal text and traditional text, and that optimally designed non-verbal texts turned out to encourage the students' interaction the most out of the three types of text messages. Following the discussion of the results, an expanded theoretical framework beyond Ong's concepts of orality and literacy is also suggested to understand the evolution of mobile e-text communication in education.
Uploads
Papers by HYE-JUNG LEE