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Khe Foon Hew
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- affiliation: University of Hong Kong, Faculty of Education
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2020 – today
- 2024
- [j45]Ya Xiao, Khe Foon Timothy Hew
:
Intangible rewards versus tangible rewards in gamified online learning: Which promotes student intrinsic motivation, behavioural engagement, cognitive engagement and learning performance? Br. J. Educ. Technol. 55(1): 297-317 (2024) - [j44]Chung Kwan Lo
The influence of ChatGPT on student engagement: A systematic review and future research agenda. Comput. Educ. 219: 105100 (2024) - [j43]Shurui Bai
Write-Curate-Verify: A Case Study of Leveraging Generative AI for Scenario Writing in Scenario-Based Learning. IEEE Trans. Learn. Technol. 17: 1313-1324 (2024) - 2023
- [j42]Jiahui Du
What can online traces tell us about students' self-regulated learning? A systematic review of online trace data analysis. Comput. Educ. 201: 104828 (2023) - [j41]Chengyuan Jia, Khe Foon Hew, Jiahui Du, Liuyufeng Li:
Towards a fully online flipped classroom model to support student learning outcomes and engagement: A 2-year design-based study. Internet High. Educ. 56: 100878 (2023) - [j40]Gulipari Maimaiti, Chengyuan Jia
Student disengagement in web-based videoconferencing supported online learning: an activity theory perspective. Interact. Learn. Environ. 31(8): 4883-4902 (2023) - [j39]Khe Foon Hew
Using chatbots to support student goal setting and social presence in fully online activities: learner engagement and perceptions. J. Comput. High. Educ. 35(1): 40-68 (2023) - 2022
- [j38]Weijiao Huang
Chatbots for language learning - Are they really useful? A systematic review of chatbot-supported language learning. J. Comput. Assist. Learn. 38(1): 237-257 (2022) - [c19]Jiahui Du
Designing a Recommendation Approach to Scaffold Self-regulated Learning in Fully Online Flipped Classroom. ICBL 2022: 181-193 - [c18]Guoyuhui Huang
Adding 'Reinforcement' to the Involvement Load Hypothesis Improves Students' Productive Vocabulary Performance. ICBL 2022: 288-299 - [c17]Shurui Bai
How Fantasy May Affect Student Engagement in Gamified Fully Online Classes: A Mixed-Method Study. ITHET 2022: 1-6 - [c16]Shurui Bai
Examining Effects of Science Flipped Classrooms A Meta-analysis. TALE 2022: 276-283 - [c15]Weijiao Huang, Nicole J. Tavares, Jiahui Du, Khe Foon Hew:
Using chatbot as a goal-setting facilitator in an online course: students' performance and teacher's perception. TALE 2022: 389-395 - 2021
- [j37]Ying Tang
How social instant messaging questions affect replies: a randomised controlled experiment. Behav. Inf. Technol. 40(16): 1727-1740 (2021) - [j36]Shurui Bai
From top to bottom: How positions on different types of leaderboard may affect fully online student learning performance, intrinsic motivation, and course engagement. Comput. Educ. 173: 104297 (2021) - [j35]Chung Kwan Lo
Developing a flipped learning approach to support student engagement: A design-based research of secondary school mathematics teaching. J. Comput. Assist. Learn. 37(1): 142-157 (2021) - [c14]Khe Foon Hew, Weijiao Huang, Jiahui Du, Chengyuan Jia:
Using Chatbots in Flipped Learning Online Sessions: Perceived Usefulness and Ease of Use. ICBL 2021: 164-175 - [c13]Jiahui Du
Supporting students goal setting process using chatbot: implementation in a fully online course. TALE 2021: 35-41 - [c12]Shurui Bai
Effects of Tangible Rewards on Student Learning Performance, Knowledge Construction, and Perception in Fully Online Gamified Learning. TALE 2021: 899-904 - 2020
- [j34]Khe Foon Hew
What predicts student satisfaction with MOOCs: A gradient boosting trees supervised machine learning and sentiment analysis approach. Comput. Educ. 145 (2020) - [j33]Chung Kwan Lo
A comparison of flipped learning with gamification, traditional learning, and online independent study: the effects on students' mathematics achievement and cognitive engagement. Interact. Learn. Environ. 28(4): 464-481 (2020) - [j32]Khe Foon Hew
Comparing video styles and study strategies during video-recorded lectures: effects on secondary school mathematics students' preference and learning. Interact. Learn. Environ. 28(7): 847-864 (2020) - [c11]Khe Foon Hew, Shurui Bai
Does Flipped Classroom Improve Student Cognitive and Behavioral Outcomes in STEM Subjects? Evidence from a Second-Order Meta-Analysis and Validation Study. ICBL 2020: 264-275 - [c10]Edmund Lau, Chi-Un Lei
Designing an Autonomous Vehicle System Design Course for COVID-19 Remote Learning under First Principles of Instruction Framework. TALE 2020: 460-466
2010 – 2019
- 2019
- [j31]Khe Foon Hew, Min Lan, Ying Tang
Where is the "theory" within the field of educational technology research? Br. J. Educ. Technol. 50(3): 956-971 (2019) - [j30]Jing Luo, Mansurbek Kushnazarov, Khe Foon Hew:
An analysis of undergraduate level flipped courses based on the seven principles: a case study. Int. J. Mob. Learn. Organisation 13(4): 412-451 (2019) - [j29]Biyun Huang
Investigating the effects of gamification-enhanced flipped learning on undergraduate students' behavioral and cognitive engagement. Interact. Learn. Environ. 27(8): 1106-1126 (2019) - 2018
- [j28]Chung Kwan Lo
Applying "First Principles of Instruction" as a design theory of the flipped classroom: Findings from a collective study of four secondary school subjects. Comput. Educ. 118: 150-165 (2018) - [j27]Biyun Huang
Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of artifacts. Comput. Educ. 125: 254-272 (2018) - [j26]Ryan Homer, Khe Foon Hew, Cheng Yong Tan:
Comparing Digital Badges-and-Points with Classroom Token Systems: Effects on Elementary School ESL Students' Classroom Behavior and English Learning. J. Educ. Technol. Soc. 21(1): 137-151 (2018) - [j25]Khe Foon Hew, Ying Tang
Examining a WeChat-supported 5E-flipped classroom pedagogical approach. Int. J. Serv. Stand. 12(3/4): 224-242 (2018) - [c9]Yumeng Sun, Khe Foon Hew, Ying Tang
Examining the diverse field of "e-learning" and its key competencies through job postings. ICETC 2018: 80-84 - [c8]Pakon Ko, Khe Foon Hew:
Architectures for learning and successive processes of scaling. ICLS 2018 - [c7]Edmund Lau, Chi-Un Lei
Improving Student Technical Skills Learning Experience: Designing Engineering Training with the First Principles of Instruction. TALE 2018: 1197-1200 - 2017
- [j24]Ying Tang
Using Twitter for education: Beneficial or simply a waste of time? Comput. Educ. 106: 97-118 (2017) - [j23]Chung Kwan Lo, Khe Foon Hew:
Using "First Principles of Instruction" to Design Secondary School Mathematics Flipped Classroom: The Findings of Two Exploratory Studies. J. Educ. Technol. Soc. 20(1): 222-236 (2017) - [j22]Shirley S. M. Fong
Incorporating Wiki Technology in a Traditional Biostatistics Course: Effects on University Students' Collaborative Learning, Approaches to Learning and Course Performance. J. Inf. Technol. Educ. Res. 16: 285-299 (2017) - [j21]Chung Kwan Lo
A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Res. Pract. Technol. Enhanc. Learn. 12(1): 4 (2017) - [j20]Kok Yew Gary Chan
Knowledge for games, games for knowledge: designing a digital roll-and-move board game for a law of torts class. Res. Pract. Technol. Enhanc. Learn. 12(1): 7 (2017) - [c6]Crystal Jing Luo, Timothy K. F. Hew, Chi-Un Lei
Principle-guided flipped classroom implementation framework for teaching technological contents. TALE 2017: 449-456 - 2016
- [j19]Khe Foon Hew:
Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS. Br. J. Educ. Technol. 47(2): 320-341 (2016) - [j18]Khe Foon Hew, Biyun Huang
Engaging Asian students through game mechanics: Findings from two experiment studies. Comput. Educ. 92-93: 221-236 (2016) - [j17]Wing Sum Cheung, Khe Foon Hew, Siew Lian Chua:
An investigation of the use of mobile devices for learning in Singapore preschools. Int. J. Soc. Media Interact. Learn. Environ. 4(4): 364-374 (2016) - [c5]Khe Foon Hew, Nancy Law, Jarrad Wan, Yeung Lee, Amy Kwok:
Self-Directed Learning in Science Education: Explicating the Enabling Factors. ICLS 2016 - [c4]Man Ching Law, Rwitajit Majumdar
Tracing Phonological Processing Skill in Early Childhood Through iSAT. T4E 2016: 208-215 - 2015
- [j16]Khe Foon Hew:
Motivators of Student Contribution in Peer-Facilitated Online Discussion Environments: Additional Findings from Three Case Studies. Int. J. Online Pedagog. Course Des. 5(1): 45-57 (2015) - [j15]Wing Sum Cheung, Khe Foon Hew:
Asynchronous online discussion activities to support university students' self-directed learning: opportunities and challenges identified. Int. J. Soc. Media Interact. Learn. Environ. 3(1): 63-70 (2015) - [c3]Khe Foon Hew:
Understanding Student Disaffection in Large-Scale Online Learning. ICALT 2015: 17-18 - 2012
- [j14]Connie S. L. Ng
Interaction in asynchronous discussion forums: peer facilitation techniques. J. Comput. Assist. Learn. 28(3): 280-294 (2012) - 2011
- [j13]Khe Foon Hew:
Students' and teachers' use of Facebook. Comput. Hum. Behav. 27(2): 662-676 (2011) - 2010
- [j12]Khe Foon Hew, Wing Sum Cheung:
Use of three-dimensional (3-D) immersive virtual worlds in K-12 and higher education settings: A review of the research. Br. J. Educ. Technol. 41(1): 33-55 (2010) - [j11]Joyce Hwee Ling Koh, Susan C. Herring, Khe Foon Hew:
Project-based learning and student knowledge construction during asynchronous online discussion. Internet High. Educ. 13(4): 284-291 (2010) - [j10]Ruth Mei Fen Wong, Khe Foon Hew:
The Impact of Blogging and Scaffolding on Primary School Pupils' Narrative Writing: A Case Study. Int. J. Web Based Learn. Teach. Technol. 5(2): 1-17 (2010) - [j9]Khe Foon Hew, Wing Sum Cheung:
Fostering Higher Knowledge Construction Levels in Online Discussion Forums: An Exploratory Case Study. Int. J. Web Based Learn. Teach. Technol. 5(4): 44-55 (2010) - [j8]Connie Siew Ling Ng
Solving ill-structured problems in asynchronous online discussions: built-in scaffolds vs. no scaffolds. Interact. Learn. Environ. 18(2): 115-134 (2010) - [j7]Noriko Hara, Pnina Shachaf, Khe Foon Hew:
Cross-cultural analysis of the Wikipedia community. J. Assoc. Inf. Sci. Technol. 61(10): 2097-2108 (2010)
2000 – 2009
- 2009
- [j6]Khe Foon Hew:
Determinants of success for online communities: an analysis of three communities in terms of members' perceived professional development. Behav. Inf. Technol. 28(5): 433-445 (2009) - [j5]Wong Kin Mun, Khe Foon Hew, Wing Sum Cheung:
The impact of the use of response pad system on the learning of secondary school physics concepts: A Singapore quasi-experiment study. Br. J. Educ. Technol. 40(5): 848-860 (2009) - [j4]J. C. C. Chan, Khe Foon Hew, Wing Sum Cheung:
Asynchronous online discussion thread development: examining growth patterns and peer-facilitation techniques. J. Comput. Assist. Learn. 25(5): 438-452 (2009) - 2008
- [j3]Khe Foon Hew, Wing Sum Cheung:
Attracting student participation in asynchronous online discussions: A case study of peer facilitation. Comput. Educ. 51(3): 1111-1124 (2008) - 2007
- [j2]Noriko Hara, Khe Foon Hew:
Knowledge-sharing in an online community of health-care professionals. Inf. Technol. People 20(3): 235-261 (2007) - [j1]Khe Foon Hew, Noriko Hara:
Knowledge sharing in online environments: A qualitative case study. J. Assoc. Inf. Sci. Technol. 58(14): 2310-2324 (2007) - [c2]Connie S. L. Ng, Wing Sum Cheung, Khe Foon Hew:
Scaffolding Ill-Structured Problem Solving in Asynchronous Online Discussions. ICCE 2007: 543-546 - 2006
- [c1]Noriko Hara, Khe Foon Hew:
A Case Study of a Longstanding Online Community of Practice Involving Critical Care and Advanced Practice Nurses. HICSS 2006
Coauthor Index
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last updated on 2024-08-05 21:22 CEST by the dblp team
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