Daeyeoul Lee
Datos Biográficos
| ID | 6770117 |
|---|---|
| NOMBRE | Daeyeoul Lee |
| NOMBRES | Daeyeoul |
| APELLIDO | Lee |
| FIRMA | LEE D |
| AFILIACIONES | Purdue University West Lafayette |
| ORCID | 0000-0003-1111-9691 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAS | 2 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2019 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 1 |
Utilizing Generative AI for Instructional Design
Recently, generative AI has been at the center of disruptive innovation in various settings, including educational sectors. This article investigates ChatGPT, which is one of the most prominent generative AI in the market, to explore its usefulness and potential for instructional design. Four researchers used a set of prompts to generate a course map for an online course that is aimed to teach the topic of makerspace and conducted SWOT analysis t…
Learning analytics in seamless learning environments
“Connecting online”
The Influence of Successful Mooc Learners’ Self-Regulated Learning Strategies, Self-Efficacy, and Task Value on Their Perceived Effectiveness of a Massive Open Online Course
High dropout rates have been an unsolved issue in massive open online courses (MOOCs). As perceived effectiveness predicts learner retention in MOOCs, instructional design factors that affect it have been increasingly examined. However, self-regulated learning, self-efficacy, and task value have been underestimated from the perspective of instructors even though they are important instructional design considerations for MOOCs. This study investig…
The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses
This study examines the relationships between self-efficacy, task value, and the use of self-regulated learning strategies by massive open online course (MOOC) learners from a social cognitive perspective. A total of 184 participants who enrolled in two MOOCs completed surveys. The results of Pearson’s correlation analysis show a positive correlation between self-efficacy and the use of self-regulated learning strategies, as well as a positive co…
Systematic literature review on self-regulated learning in massive open online courses
Despite arguments about the importance of self-regulated learning (SRL) in massive open online courses (MOOCs) (Terras & Ramsay, 2015), understanding of the topic is limited. This study offers a systematic review of empirical research on SRL in MOOCs. It revealed that the body of literature on SRL in MOOCs has grown from 2014 to 2016. The content analysis findings show that SRL was a factor positively influencing learning in MOOCs. SRL strategies…
Utilizing Generative AI for Instructional Design
Recently, generative AI has been at the center of disruptive innovation in various settings, including educational sectors. This article investigates ChatGPT, which is one of the most prominent generative AI in the market, to explore its usefulness and potential for instructional design. Four researchers used a set of prompts to generate a course map for an online course that is aimed to teach the topic of makerspace and conducted SWOT analysis t…
Systematic literature review on self-regulated learning in massive open online courses
Despite arguments about the importance of self-regulated learning (SRL) in massive open online courses (MOOCs) (Terras & Ramsay, 2015), understanding of the topic is limited. This study offers a systematic review of empirical research on SRL in MOOCs. It revealed that the body of literature on SRL in MOOCs has grown from 2014 to 2016. The content analysis findings show that SRL was a factor positively influencing learning in MOOCs. SRL strategies…
The Influence of Successful Mooc Learners’ Self-Regulated Learning Strategies, Self-Efficacy, and Task Value on Their Perceived Effectiveness of a Massive Open Online Course
High dropout rates have been an unsolved issue in massive open online courses (MOOCs). As perceived effectiveness predicts learner retention in MOOCs, instructional design factors that affect it have been increasingly examined. However, self-regulated learning, self-efficacy, and task value have been underestimated from the perspective of instructors even though they are important instructional design considerations for MOOCs. This study investig…
The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses
This study examines the relationships between self-efficacy, task value, and the use of self-regulated learning strategies by massive open online course (MOOC) learners from a social cognitive perspective. A total of 184 participants who enrolled in two MOOCs completed surveys. The results of Pearson’s correlation analysis show a positive correlation between self-efficacy and the use of self-regulated learning strategies, as well as a positive co…
“Connecting online”
Learning analytics in seamless learning environments
Utilizing Generative AI for Instructional Design
Recently, generative AI has been at the center of disruptive innovation in various settings, including educational sectors. This article investigates ChatGPT, which is one of the most prominent generative AI in the market, to explore its usefulness and potential for instructional design. Four researchers used a set of prompts to generate a course map for an online course that is aimed to teach the topic of makerspace and conducted SWOT analysis t…
Computer Science (5 obras) · Mathematics education (5 obras) · Online Learning and Analytics (5 obras) · Psychology (5 obras) · Artificial Intelligence (4 obras) · Innovative Teaching and Learning Methods (4 obras) · Online and Blended Learning (4 obras) · Cognition (3 obras) · Educational technology (2 obras) · Engineering (2 obras)