Kyu Yon Lim

Exploratory study on the patterns of online interaction and knowledge co-construction in project-based learning

This study aims to investigate the patterns and the quality of online interaction during project-based learning (PjBL) on both micro and macro levels. To achieve this purpose, PjBL was implemented with online group activities in an undergraduate course. Social network analysis (SNA) and content analysis were employed to analyze online interaction during project work. According to the SNA results generated from the online discussion boards, the group cohesiveness of seven teams, indicated by density indices, varied considerably, from as low as 9.81 to as high as 30.00. Regarding the content analysis of two teams with high project scores (Teams F and G), team members not only shared information (Phase I), but also identified the areas of disagreement and clarified the goals and strategies (Phase II). They also conducted some negotiations (Phase III). However, team members with low project scores (Teams C and E) shared information and stated their opinions in most cases (Phase I), with not much social construction in the higher level. Although both Team C and G showed high level of group cohesiveness among the seven teams, it is notable that the high-performing Team G dedicated nearly 39.3 percent of online discussion to negotiating and co-constructing knowledge, contrary to the 5.9 percent of low-performing Team C. Based upon the findings, some implications were proposed for further research.

What does the Tablet PC mean to you? A phenomenological research

The goal of this study is to gain a detailed understanding of the experience of instructors who have been using Tablet PCs (TPCs) for their teaching practice. The study examines the lived experience of 28 faculty members from a College of Engineering which is promoting the diffusion of TPCs in the classroom. Phenomenology was adopted to answer the question ‘What is it like to use a TPC to teach a course?’ Written applications, one-on-one interviews, classroom observations, and an online discussion board are the data sources. From the iterative process of qualitative data analysis, four common themes emerged in terms of converting to digital resources, teaching by handwriting on the screen, becoming comfortable with technology, and human enjoyment of using the TPC.