Myunghee Kang

Cybergogy for Engaged Learning: A Framework for Creating Learner Engagement through Information and Communication Technology

The continued and growing need for new learning opportunities, linked with newer information systems and communication technologies, has pushed online learning into the center of the discussion of educational practice. There is a need to establish a framework for generating meaningful and engaging learning experiences for distance students with diverse cultural and linguistic backgrounds. We coin the term “Cybergogy” as a descriptive label for the strategies for creating engaged learning online. Our model of Cybergogy for Engaged Learning (see Figure 1) has three overlapping/intersecting domains: cognitive, emotive, and social. This model is a synthesis of current thinking, concepts, and theoretical frameworks on the extent and nature of the three domains in learner engagement online. The instructors can use this model to profile each learner and then design tactics to engage individuals accordingly, a process we call “customized engagement.” As a consequence, learners will not only have the opportunity to accomplish their learning goals, but also will be actively involved in the learning process.

Applying an activity system to online collaborative group work analysis

This study determines whether an activity system provides a systematic framework to analyse collaborative group work. Using an activity system as a unit of analysis, the research examined learner behaviours, conflicting factors and facilitating factors while students engaged in collaborative work via asynchronous computer-mediated communication. The online postings from the two highest and lowest performing groups of students during one semester were analysed, coded and reorganised. The coded postings of these four groups were then compared using an activity system to identify the difference in patterns of learner behaviours. The conflicting and facilitating factors that students encountered were identified as well. The findings provide implications for online collaborative learning environment design and mediating strategies. The study also addresses some of the challenges in using an activity system to analyse collaborative learning activities and provides suggestions for future research. [ABSTRACT FROM AUTHOR]

Investigating the Determinants of Mobile Learning Acceptance in Korea Using UTAUT2

This study aims to investigate the determinants of mobile learning (m-learning) acceptance of Korean university students based on the Unified Theory of Acceptance and Use of Technology (UTAUT2) developed by Venkatesh, Thong and Xu [1]. 305 students from four universities in Seoul, Korea participated in this study. Stepwise regression results indicate that performance expectancy, social influence, facilitating conditions, hedonic motivation and habit significantly affect behavioral intention to use m-learning among Korean university students. The research model accounts for approximately 45 % of variance of behavioral intention. The findings of this study add significant value to our understanding of m-learning adoption among university students. Both theoretical and practical implications are discussed.

Personal Learning Environment for Education: A Review and Future Directions

This paper examines and assesses the current research state of Personal Learning Environments PLEs in education and identifies the directions for meaningful future research. Instead of reviewing papers from computer science databases, we reviewed research papers from three main Academic databases which are Academic Search Premier, Education Research Complete and ERIC with open-ended search period until 30 June 2011. PLE is a new concept; therefore, we believed that in order to develop a better PLEs, developers or technical experts should work closely with education experts. Therefore, the main purpose of this paper is to review the research trend in education field. Results from the findings and several recommendations for future research in PLEs are discussed in the paper.