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dc.contributor.author강명희-
dc.date.accessioned2016-08-29T12:08:36Z-
dc.date.available2016-08-29T12:08:36Z-
dc.date.issued2015-
dc.identifier.issn1093-023X-
dc.identifier.otherOAK-15786-
dc.identifier.urihttp://dspace.ewha.ac.kr/handle/2015.oak/230835-
dc.description.abstractThe Technology Enhanced Student Centered Learning (TES-CL) Model in this study presents the core factors that ensure the quality of learning in a technology-supported environment. Although the model was conceptually constructed using a student-centered learning framework and drawing upon previous studies, it should be validated through real-world applications. Two empirical studies were conducted to partially validate the model. The first study investigated the relationships between learning motivation, teaching presence, and achievement in web-based project learning. The findings showed a significant correlation among the three variables and significant predictive power of learning motivation and teaching presence on achievement. The second study investigated the relationship between perceived task value and learning outcomes, such as achievement and satisfaction, in a web-based learning environment. Perceived task value was a strong predictor for achievement and satisfaction. When addressing studies that validate the TESCL model, implications and future directions are discussed.-
dc.languageEnglish-
dc.publisherAssociation for the Advancement of Computing in Education-
dc.titleValidating a technology enhanced student-centered learning model-
dc.typeArticle-
dc.relation.issue3-
dc.relation.volume26-
dc.relation.indexSCOPUS-
dc.relation.startpage253-
dc.relation.lastpage269-
dc.relation.journaltitleJournal of Interactive Learning Research-
dc.identifier.scopusid2-s2.0-84944073523-
dc.author.googleKang-
dc.author.googleM.-
dc.author.googleHahn-
dc.author.googleJ.-
dc.author.googleChung-
dc.author.googleW.-
dc.contributor.scopusid강명희(7401549840)-
dc.date.modifydate20180901081003-
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사범대학 > 교육공학과 > Journal papers
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