Hyo-Jeong So
Biographic Data
| ID | 8988108 |
|---|---|
| NAME | Hyo-Jeong So |
| GIVEN NAMES | Hyo-Jeong |
| FAMILY NAME | So |
| SIGNATURE | SO H |
| AFFILIATIONS | Ewha Womans University |
| ORCID | 0000-0002-1713-9653 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Examining University Students’ Engagement with ChatGPT in English Essay Writing
This study examines the interaction patterns and perceptions of university students who used ChatGPT during the English essay writing process. Twenty university students in Korea were divided into two groups based on English proficiency: 10 advanced learners and 10 intermediate learners. Participants completed essay writing with the assistance of ChatGPT, and their interaction logs were collected throughout the process. The logs were analyzed usi…
Supporting learner agency in collaborative writing with generative AI
To support learner agency in LLM‐powered writing environments, this research introduces a new interface that integrates two key features: an Argument Outline and a Similarity Viewer . These features were designed to enhance intentionality in writing and self‐monitoring of reliance on AI‐generated suggestions. Implemented in CoAuthor , a GPT‐based writing tool, the interface was tested in an experiment with 52 university students who completed an …
Exploring public perceptions of generative AI and education
This study aims to investigate the public’s perceptions regarding the integration of Generative AI (GenAI) in education by analysing comments on YouTube news clips. The study collected public comments from YouTube news clips disseminated by three prominent broadcasters in South Korea between December 2022 and June 2023. Two dimensions of public perceptions were examined: sentiments and prevalent topics. Employing machine learning techniques, we c…
Flipped learning design fidelity, self-regulated learning, satisfaction, and continuance intention in a university flipped learning course
For effective flipped learning, beyond simply switching the sequence of lectures and homework, it is important to understand and implement the fundamental design principles of flipped learning. A new notion is proposed called flipped learning design fidelity, defined as the degree to which a class is faithfully designed to be close to an ideal flipped learning class operationalised with four proxy indicators of the F-L-I-PTM model (flexible envir…
Digital equity and accessible Moocs
Despite the popular claim that massive open online courses (MOOCs) can democratise educational opportunities, this study suggests that current MOOC platforms are not designed to be accessible and inclusive for learners with disabilities. Our main goals in this study were to identify the needs and barriers that learners with visual impairments face when learning with mobile devices in MOOCs and to make recommendations for designing MOOCs that are …
Examination of relationships among students' self-determination, technology acceptance, satisfaction, and continuance intention to use K-Moocs
Creating tools for inquiry-based mathematics learning from technological pedagogical content knowledge perspectives
This study employed the technological pedagogical content knowledge (TPACK) framework to guide the collaborative design process between preservice and practicing teachers. The teams designed technological pedagogical mathematics tools (TPMTs) for inquiry-based learning based on the syllabi for secondary mathematics. The content of the chat messages of preservice and practicing teachers was coded with different dimensions of TPACK to unpack the pr…
Examining the validity of the technological pedagogical content knowledge (TPACK) framework for preservice chemistry teachers
While various quantitative measures for assessing teachers’ technological pedagogical content knowledge (TPACK) have developed rapidly, few studies to date have comprehensively validated the structure of TPACK through various criteria of validity especially for content specific areas. In this paper, we examined how the TPACK survey measure is aligned with the TPACK lesson plan measure and how they are related to the measure of epistemological bel…
Enhancing teachers' ICT capacity for the 21st century learning environment
Korean teachers are generally considered well trained to integrate ICT into their teaching since the inception of the first IT Master Plan of Korea in 1996. However, the emergence and adoption of cutting-edge technologies create demands for evolving roles and competencies of teachers in the new knowledge society. Given this changing landscape of teacher education, the purpose of this paper is to explore new educational approaches to enhance teach…
Designing an online video based platform for teacher learning in Singapore
In this paper, we describe our path for designing an online community of practice for teachers in Singapore, from identifying the current status of professional development to designing an online platform where teachers can share vivid images of their teaching practices with other teachers. To identify current practices in professional development, we conducted a large scale online survey with 1605 teachers. The quantitative data collected from t…
Learning about problem based learning
What should constitute knowledge bases that we expect our future teachers to gain related to pedagogically sound technology integration? Employing the Shulman's teacher knowledge base as a theoretical lens, this study examined 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). Ninety-seven pre-ser…
Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment
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Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment
Designing an online video based platform for teacher learning in Singapore
In this paper, we describe our path for designing an online community of practice for teachers in Singapore, from identifying the current status of professional development to designing an online platform where teachers can share vivid images of their teaching practices with other teachers. To identify current practices in professional development, we conducted a large scale online survey with 1605 teachers. The quantitative data collected from t…
Learning about problem based learning
What should constitute knowledge bases that we expect our future teachers to gain related to pedagogically sound technology integration? Employing the Shulman's teacher knowledge base as a theoretical lens, this study examined 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). Ninety-seven pre-ser…
Enhancing teachers' ICT capacity for the 21st century learning environment
Korean teachers are generally considered well trained to integrate ICT into their teaching since the inception of the first IT Master Plan of Korea in 1996. However, the emergence and adoption of cutting-edge technologies create demands for evolving roles and competencies of teachers in the new knowledge society. Given this changing landscape of teacher education, the purpose of this paper is to explore new educational approaches to enhance teach…
Examining the validity of the technological pedagogical content knowledge (TPACK) framework for preservice chemistry teachers
While various quantitative measures for assessing teachers’ technological pedagogical content knowledge (TPACK) have developed rapidly, few studies to date have comprehensively validated the structure of TPACK through various criteria of validity especially for content specific areas. In this paper, we examined how the TPACK survey measure is aligned with the TPACK lesson plan measure and how they are related to the measure of epistemological bel…
Examination of relationships among students' self-determination, technology acceptance, satisfaction, and continuance intention to use K-Moocs
Creating tools for inquiry-based mathematics learning from technological pedagogical content knowledge perspectives
This study employed the technological pedagogical content knowledge (TPACK) framework to guide the collaborative design process between preservice and practicing teachers. The teams designed technological pedagogical mathematics tools (TPMTs) for inquiry-based learning based on the syllabi for secondary mathematics. The content of the chat messages of preservice and practicing teachers was coded with different dimensions of TPACK to unpack the pr…
Digital equity and accessible Moocs
Despite the popular claim that massive open online courses (MOOCs) can democratise educational opportunities, this study suggests that current MOOC platforms are not designed to be accessible and inclusive for learners with disabilities. Our main goals in this study were to identify the needs and barriers that learners with visual impairments face when learning with mobile devices in MOOCs and to make recommendations for designing MOOCs that are …
Flipped learning design fidelity, self-regulated learning, satisfaction, and continuance intention in a university flipped learning course
For effective flipped learning, beyond simply switching the sequence of lectures and homework, it is important to understand and implement the fundamental design principles of flipped learning. A new notion is proposed called flipped learning design fidelity, defined as the degree to which a class is faithfully designed to be close to an ideal flipped learning class operationalised with four proxy indicators of the F-L-I-PTM model (flexible envir…
Exploring public perceptions of generative AI and education
This study aims to investigate the public’s perceptions regarding the integration of Generative AI (GenAI) in education by analysing comments on YouTube news clips. The study collected public comments from YouTube news clips disseminated by three prominent broadcasters in South Korea between December 2022 and June 2023. Two dimensions of public perceptions were examined: sentiments and prevalent topics. Employing machine learning techniques, we c…
Examining University Students’ Engagement with ChatGPT in English Essay Writing
This study examines the interaction patterns and perceptions of university students who used ChatGPT during the English essay writing process. Twenty university students in Korea were divided into two groups based on English proficiency: 10 advanced learners and 10 intermediate learners. Participants completed essay writing with the assistance of ChatGPT, and their interaction logs were collected throughout the process. The logs were analyzed usi…
Supporting learner agency in collaborative writing with generative AI
To support learner agency in LLM‐powered writing environments, this research introduces a new interface that integrates two key features: an Argument Outline and a Similarity Viewer . These features were designed to enhance intentionality in writing and self‐monitoring of reliance on AI‐generated suggestions. Implemented in CoAuthor , a GPT‐based writing tool, the interface was tested in an experiment with 52 university students who completed an …
Computer Science (10 works) · Psychology (10 works) · Mathematics education (8 works) · Educational technology (5 works) · Pedagogy (5 works) · Innovative Teaching and Learning Methods (4 works) · Online and Blended Learning (4 works) · Artificial Intelligence (3 works) · Online Learning and Analytics (3 works) · Perception (3 works)