Eulho Jung
Biographic Data
| ID | 8988626 |
|---|---|
| NAME | Eulho Jung |
| GIVEN NAMES | Eulho |
| FAMILY NAME | Jung |
| SIGNATURE | JUNG E |
| AFFILIATIONS | Boise State University |
| ORCID | 0000-0001-7102-4243 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Enhancing reflective practice with ChatGPT
What was the educational challenge? Reflective practice (RP) fosters professional growth but is often hindered by unclear purpose and minimal guidance. Designing comprehensive RP assignments is challenging because it takes time and not all faculty possess the skills to generate effective assignments. This innovation addressed two challenges: (1) creating clear, scaffolded reflective assignments using the transparent assessment framework (TAF) and…
Student perceptions of weekly synchronous team quizzes in an online statistics course
In a fully online college introductory statistics class, we incorporated a flexible synchronous course component to provide instructor immediacy and support students who are lacking sufficient prior knowledge when a new topic is introduced. We describe a learning cycle with weekly team quizzes inspired by the readiness assurance process of team-based learning; we interviewed eight students for their perceptions of the course structure. Team quizz…
A Schema-Based Instructional Design Model for Self-Paced Learning Environments
Although research on schema has been widely investigated for the past decades, little research has addressed the development of a systematic instructional design theory using schema principles and processes. This study proposes a systematic schema-based instructional design model, including general and schema analysis, schema-based design, and development processes and techniques for evaluating a learner’s acquired schema. By synthesizing empiric…
Exploring the structural relationships between course design factors, learner commitment, self-directed learning, and intentions for further learning in a self-paced Mooc
The influence of academic level and course delivery mode on the use of motivational regulation strategies and learning engagement
Motivational regulation strategies have been used as active forms of promoting motivation in online and classroom learning. Based on the motivational regulation model combining both contextual and individual factors, this study examined how students’ academic levels (undergraduate vs. graduate) and the type of course delivery mode (online vs. traditional face-to-face) influence their uses of eight motivational regulation strategies and three type…
No prominent works on this page.
The influence of academic level and course delivery mode on the use of motivational regulation strategies and learning engagement
Motivational regulation strategies have been used as active forms of promoting motivation in online and classroom learning. Based on the motivational regulation model combining both contextual and individual factors, this study examined how students’ academic levels (undergraduate vs. graduate) and the type of course delivery mode (online vs. traditional face-to-face) influence their uses of eight motivational regulation strategies and three type…
Exploring the structural relationships between course design factors, learner commitment, self-directed learning, and intentions for further learning in a self-paced Mooc
A Schema-Based Instructional Design Model for Self-Paced Learning Environments
Although research on schema has been widely investigated for the past decades, little research has addressed the development of a systematic instructional design theory using schema principles and processes. This study proposes a systematic schema-based instructional design model, including general and schema analysis, schema-based design, and development processes and techniques for evaluating a learner’s acquired schema. By synthesizing empiric…
Student perceptions of weekly synchronous team quizzes in an online statistics course
In a fully online college introductory statistics class, we incorporated a flexible synchronous course component to provide instructor immediacy and support students who are lacking sufficient prior knowledge when a new topic is introduced. We describe a learning cycle with weekly team quizzes inspired by the readiness assurance process of team-based learning; we interviewed eight students for their perceptions of the course structure. Team quizz…
Enhancing reflective practice with ChatGPT
What was the educational challenge? Reflective practice (RP) fosters professional growth but is often hindered by unclear purpose and minimal guidance. Designing comprehensive RP assignments is challenging because it takes time and not all faculty possess the skills to generate effective assignments. This innovation addressed two challenges: (1) creating clear, scaffolded reflective assignments using the transparent assessment framework (TAF) and…
Computer Science (5 works) · Psychology (5 works) · Mathematics education (3 works) · Medical education (3 works) · Medicine (3 works) · Online and Blended Learning (3 works) · Multimedia (2 works) · Pedagogy (2 works) · Autodidacticism (1 works) · CLARITY (1 works)