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Yuan, Jiangmei; Kim, ChanMin – Educational Technology Research and Development, 2018
Although peer assessment is widely implemented in higher education, not all students are highly engaged in it. To enhance student engagement in peer assessment, we designed and developed a web-based tool, autonomy-supportive peer assessment (ASPA), to support students' need for autonomy when they conducted peer assessment. Students' sense of…
Descriptors: Peer Evaluation, College Students, Learner Engagement, Student Participation
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Er, Erkan; Kim, ChanMin – Educational Technology Research and Development, 2017
Teachers' episodic memories influence their beliefs. The investigation of episodic memories can help identify the teacher beliefs that limit technology-integration. We propose the Episode-Centered Belief Change (ECBC) model that utilizes teachers' episodic memories for changing beliefs impeding effective technology integration. We also propose…
Descriptors: Memory, Beliefs, Faculty Development, Attitude Change
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Lee, Chia-Jung; Kim, ChanMin – Educational Technology Research and Development, 2017
This paper presents the third version of a technological pedagogical content knowledge (TPACK) based instructional design model that incorporates the distinctive, transformative, and integrative views of TPACK into a comprehensive actionable framework. Strategies of relating TPACK domains to real-life learning experiences, role-playing, and…
Descriptors: Technological Literacy, Pedagogical Content Knowledge, Instructional Design, Models
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Park, Seung Won; Kim, ChanMin – Educational Technology Research and Development, 2016
Poor student engagement with academic readings has been frequently reported in college classrooms. As an effort to improve college students' reading engagement, researchers have developed a virtual environment in which students take on the role of tutor and teach a virtual tutee, the virtual tutee system (VTS). This research examined the…
Descriptors: Learner Engagement, Academic Discourse, College Students, Reading Motivation
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Park, SeungWon; Kim, ChanMin – Educational Technology Research and Development, 2014
This article reports on evaluation studies of the Virtual Tutee System (VTS) designed to enhance students' engagement in academic reading. The VTS is a web-based peer-tutoring environment in which students teach a virtual tutee about the content in course readings that students have been assigned to learn. With the VTS, students interact with…
Descriptors: Tutorial Programs, Peer Teaching, Reading Instruction, Formative Evaluation
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Lee, Chia-Jung; Kim, ChanMin – Educational Technology Research and Development, 2014
The purpose of this study was (a) to develop an instructional design model for preservice teachers' learning of technological pedagogical content knowledge (TPACK) in multidisciplinary technology integration courses and (b) to apply the model to investigate its effects when used in a preservice teacher education setting. The model was applied…
Descriptors: Preservice Teacher Education, Preservice Teachers, Instructional Design, Models
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Kim, ChanMin; Bennekin, Kimberly N. – Educational Technology Research and Development, 2013
We designed support for volitional control with four stages for "goal initiation" ("Want it"), "goal formation" ("Plan for it"), "action control" ("Do it"), and "emotion control" ("Finish it") based on theories and models of volition. We implemented the support in…
Descriptors: Mathematics Instruction, Goal Orientation, Individual Power, Community Colleges
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Kim, ChanMin – Educational Technology Research and Development, 2012
In this paper, guidelines for designing virtual change agents (VCAs) are proposed to support students' affective and motivational needs in order to promote personalized learning in online remedial mathematics courses. Automated, dynamic, and personalized support is emphasized in the guidelines through maximizing "interactions" between VCAs and…
Descriptors: Electronic Learning, Instructional Design, Online Courses, Web Based Instruction
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Kim, ChanMin; Keller, John M. – Educational Technology Research and Development, 2011
The purpose of this study was to determine the effects of motivational and volitional email messages (MVEM) on preservice teachers' motivation, volition, performance, and their attitudes toward technology integration. Each of four sections in an educational technology course for preservice teachers was randomly assigned to one of two groups: one…
Descriptors: Preservice Teachers, Technology Integration, Student Motivation, Educational Technology