Hyo-Jeong So

Education · 2008–2018

A researcher in the Science corpus: 4 papers; trusts 6 researchers and is trusted by 11 researchers here, as inferred from the citation graph.

Subfields

• Education — 27 citations into it; #2,629 of 11,309 by trust here, #3,353 by citations
• Developmental and Educational Psychology — 16 citations into it; #2,060 of 8,223 by trust here, #2,529 by citations

Whom Hyo-Jeong So trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. Khe Foon Timothy Hew
2. Matthew J. Koehler
3. Tracy Callaway Russo
4. Joan E. Hughes
5. DavidRichard Moore
6. Charoula Angeli
7. Mark Windschitl
8. Matthew Lombard
9. Punya Mishra
10. Thomas A. Brush

Who trusts Hyo-Jeong So overall

1. Athanassios Jimoyiannis
2. Jeremy F. Strayer
3. Matthew J. Koehler
4. Lorena Blasco-Arcas
5. Ching Sing Chai
6. Moon-Heum Cho
7. Ru-Chu Shih
8. Sarah Parsons
9. Jungjoo Kim
10. Isabel Buil

Papers from Hyo-Jeong So's perspective

Ordered by how strongly the researchers Hyo-Jeong So trusts endorse each paper. Same corpus, a different order for every researcher.

1. The Measurement of Social Presence in an Online Learning Environment
2. The Role of Teacher Knowledge and Learning Experiences in Forming Technology-Integrated Pedagogy
3. Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology (Comput. Educ.)
4. At the Heart of It All: The Concept of Presence
5. What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge
6. Technology Integration Practice as a Function of Pedagogical Expertise
7. Tracing Teachers’ Use of Technology in a Laptop Computer School: The Interplay of Teacher Beliefs, Social Dynamics, and Institutional Culture
8. Content analysis of online discussion in an applied educational psychology course
9. Conditions for Classroom Technology Innovations (Teachers College Record)
10. Preservice elementary teachers as information and communication technology designers: an instructional systems design model based on an expanded view of pedagogical content knowledge (Journal of Computer Assisted Learning)

Their papers

• Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors (2008) — 1,215 citations
• Leveraging mobile technology for sustainable seamless learning: a research agenda (2010) — 518 citations
• Examination of relationships among students' self-determination, technology acceptance, satisfaction, and continuance intention to use K-MOOCs (2018) — 364 citations
• Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge (2009) — 385 citations