H
Hyo-Jeong So
Researcher at Ewha Womans University
Publications - 129
Citations - 4496
Hyo-Jeong So is an academic researcher from Ewha Womans University. The author has contributed to research in topics: Educational technology & Collaborative learning. The author has an hindex of 26, co-authored 119 publications receiving 3867 citations. Previous affiliations of Hyo-Jeong So include Nanyang Technological University & Pohang University of Science and Technology.
Papers
More filters
Journal ArticleDOI
Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors
Hyo-Jeong So,Thomas Brush +1 more
TL;DR: The analysis of quantitative data indicated that student perceptions of collaborative learning have statistically positive relationships with perceptions of social presence and satisfaction, and students who perceived high levels of collaborativeLearning tended to be more satisfied with their distance course than those who perceived low levels of collaboration.
Journal ArticleDOI
Leveraging mobile technology for sustainable seamless learning: a research agenda
TL;DR: This research focuses on designing interactive online learning environments, and students’ scientific knowledge building through collaborative inquiry in computermediated communication, virtual learning environment, mobile learning and community of learners.
Journal ArticleDOI
Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge
Hyo-Jeong So,Bosung Kim +1 more
TL;DR: The present study examines the complexity of pre-service teachers' technological pedagogical content knowledge (TPCK) in the context of integrating problem based learning (PBL) and information and communications technology (ICT).
Journal ArticleDOI
Examination of relationships among students' self-determination, technology acceptance, satisfaction, and continuance intention to use K-MOOCs
TL;DR: Empirical evidence is provided regarding what factors are likely to influence credit-receiving students' continuance intention to use K-MOOCs and the motivational factors underlying students' intention to earn credits rather than intrinsic motivation.
Journal ArticleDOI
Anatomy of a mobilized lesson: Learning my way
Chee-Kit Looi,Lung-Hsiang Wong,Hyo-Jeong So,Peter Seow,Yancy Toh,Wenli Chen,Baohui Zhang,Cathie Norris,Elliot Soloway +8 more
TL;DR: This article provides an in-depth analysis of how the affordances of mobile computing enable personalized learning from four facets: allowing multiple entry points and learning pathways, supporting multi-modality, enabling student improvisation in situ, and (d) supporting the sharing and creation of student artifacts on the move.