Soojeong Jeong
Biographic Data
| ID | 5452266 |
|---|---|
| NAME | Soojeong Jeong |
| GIVEN NAMES | Soojeong |
| FAMILY NAME | Jeong |
| SIGNATURE | JEONG S |
| AFFILIATIONS | Utah State University |
| ORCID | 0000-0001-8476-2501 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Leveraging an AI chatbot to support socially shared regulation in collaborative project-based learning
Linking self-regulated learning to community of inquiry in online undergraduate courses
The Community of Inquiry (CoI) framework has gained widespread recognition as a theoretical model for understanding student learning in online environments. Despite its prevalence, CoI has been critiqued for its limited emphasis on learners’ proactive roles in self-regulating their own learning. To address this, researchers have suggested integrating self-regulated learning (SRL) into the CoI framework. This integration calls for empirical resear…
Impacts of maker technologies on classroom learning outcomes
The integration of making activities in classrooms provides a crucial opportunity for all students to gain equitable participation access to learning activities. However, for making to be incorporated into more classrooms, teachers must be adequately prepared with relevant knowledge and skills. This study is the first to compare the science learning outcomes associated with making to those stemming from standard learning curricula and experiences…
Autonomy and Privilege in Doctoral Education
Guided by theories of socialization and possible selves, this study examines how STEM doctoral students perceive their academic and professional trajectories. More specifically, we rely on four years of interview data from 66 doctoral students in the biological sciences to explore students’ perceived trajectories, focusing on the salient identities and experiences that shape the way students identify and describe their graduate experiences over t…
Cognitive Load as Motivational Cost
Autonomy and Privilege in Doctoral Education
Guided by theories of socialization and possible selves, this study examines how STEM doctoral students perceive their academic and professional trajectories. More specifically, we rely on four years of interview data from 66 doctoral students in the biological sciences to explore students’ perceived trajectories, focusing on the salient identities and experiences that shape the way students identify and describe their graduate experiences over t…
Cognitive Load as Motivational Cost
Autonomy and Privilege in Doctoral Education
Guided by theories of socialization and possible selves, this study examines how STEM doctoral students perceive their academic and professional trajectories. More specifically, we rely on four years of interview data from 66 doctoral students in the biological sciences to explore students’ perceived trajectories, focusing on the salient identities and experiences that shape the way students identify and describe their graduate experiences over t…
Impacts of maker technologies on classroom learning outcomes
The integration of making activities in classrooms provides a crucial opportunity for all students to gain equitable participation access to learning activities. However, for making to be incorporated into more classrooms, teachers must be adequately prepared with relevant knowledge and skills. This study is the first to compare the science learning outcomes associated with making to those stemming from standard learning curricula and experiences…
Linking self-regulated learning to community of inquiry in online undergraduate courses
The Community of Inquiry (CoI) framework has gained widespread recognition as a theoretical model for understanding student learning in online environments. Despite its prevalence, CoI has been critiqued for its limited emphasis on learners’ proactive roles in self-regulating their own learning. To address this, researchers have suggested integrating self-regulated learning (SRL) into the CoI framework. This integration calls for empirical resear…
Leveraging an AI chatbot to support socially shared regulation in collaborative project-based learning
Psychology (4 works) · Cognition (3 works) · Innovative Teaching and Learning Methods (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Computer Science (2 works) · Cooperative learning (2 works) · Medical education (2 works) · Medicine (2 works) · Active learning (machine learning) (1 work)