Introduction
..
 Since
joining the Instructional Systems program
in 2001, I have been developing new methods and software tools to analyze
and graphically visualize patterns in learning and discourse processes
in computer-mediated communication and collaborative learning environments.
The tools I have developed to conduct my latest studies have culminated
into two software programs, ForumManager
& Discussion Analysis
Tool. My latest publication, "A Guide to Analyzing Message-Response
Sequences and Group Interaction Patterns in Computer-Mediated Communication",
presents an indepth discussion of how I have used my software tools to:
a) determine which and to what extent certain characteristics of both the
messenger and responder (gender, intellectual openness, learning
style), the message (message function, conversational vs. expository style,
intensifiers vs. qualifiers, response time, day of posting), and instructional
environment (prescribed conversational scripts and message tags, pre-structured/unstructured
discussion threads, imposing constraints on message-reply sequences) help
to elicit the types of responses and dialog move sequences that produce
and sustain critical inquiry; and b) produce visual diagrams and stochastic
models to concisely convey how specific factors/characteristics affect
the processes of critical discourse.
The
methods and tools I develop enable researchers to measure the effects of
technology on human performance in terms of its effects on social cognitive
processes
(e.g., sequences of dialog moves), and in turn, how changes in these processes
contribute to changes in performance outcomes. In search of new opportunities
to apply my tools and methods, I have broadened my research interests
to computational modeling of student interactions in online discussions
- models that can potentially be used to automate the task of coding online
messages into speech acts (based on characteristics of the message, messenger,
reply, responder, and group task), and diagnosing discourse processes to
improve group decision-making, problem-solving, and learning. In addition,
I have developed a software application called jMAP
to study the interplay between argumentative discourse and causal modeling/understanding.
This tool applies sequential analysis to computationally model and study
how specific processes of argumentation affect changes in learners' causal
diagrams and understanding..
|
Vita
| Research
statement | Teaching
statement | Service
statement | Outside
review letters |
Excerpts
from my tenure binder as of October, 2007
Employment
History (1992 - 2001)
2001
- current Faculty in the Instructional Systems Program, Department
of Educational Psychology and Learning Systems, Florida State University.
Course teachings: EME5457 Introduction to Distance Learning, EME6415 Courseware
Development, EDP5216 Learning Theories & Cognition, EME6635 Designing
for Online Collaborative Learning.
1992
- 2001 Instructional technology consultant at University of Wisconsin
- Department of Learning Technology and Distance Education. Specialist
in evaluating learning technologies, user testing, teaching with FirstClass
computer conferencing,and WebCT bulletin boards & surveys. Provided
faculty consultation and assistance in evaluating the impact of instructional
technology on teaching and learning using background and expertise in Educational
Psychology and Research Methodology.
Academic
Degrees
Ph.D.
in Curriculum & Instruction, major in Educational Technology, Minor
in Continuing Adult & Vocational Education with emphasis on Distance
Education (2001)
.
Master
Degree in Educational Psychology, University of Wisconsin - Madison (1996)
.
Bachelor
Degree in Psychology, University of Illinois Champaign-Urbana (1988)
Refereed
Publications & Papers ..[
see
outside review letters ]
Jeong, A. (in review).
Varying the number of required postings versus posting days: Promoting
student interaction and sustained discourse in online discussions. Submitted
on June 20, 2007 to the British Journal of Educational Technology.
Domagoj, L., Tenenbaum, G.,
Eccles, D. Jeong, A. & Johnson, T. (2009). Intra-team Communication
and Performance in Doubles Tennis. Research Quarterly for Exercise and
Sport, 80(2), 281-290.
.
Jeong, A. & Frazier,
S. (2008 Feb). How day of posting affects growth patterns of asynchronous
discussion threads and computer-supported collaborative argumentation.
British
Journal of Educational Technology, 39(5), 875-887. (ISI journal,impact
factor=.593 as of 2005) [ online
early article ]
Submitted
2/2 accepted 4/1, 2 mos
Jeong, A. & Lee, J.
(2008). The effects of active versus reflective learning style on the processes
of critical discourse in computer-supported collaborative argumentation.
British
Journal of Educational Technology,
39(4),
651-665. (ISI journal,impact factor=.593 as of 2005)
[
online
early article ]
.Submitted
3/29 accepted 6/11 2 mo
Jeong,
A. (2007). The effects of intellectual openness and gender on critical
thinking processes in computer-supported collaborative argumentation. Journal
of Distance Education, 22(1), 1-18 . (30% acceptance rate)
[
see
article ] Winner of the JDE
Editor's AwardSubmitted
8/3 accepted 12/22 4mo19days
.
Jeong,
A. & Juong, Sunyoung (April 2007). Scaffolding Collaborative Argumentation
in Asynchronous Discussions with Message Constraints and Message Labels.
Computers
& Education, 48, 427-445. [
see
article ] (10% acceptance rate,ISI journal,impact
factor=.968)
.
Jeong,
A. & Davidson-Shivers, G. (2006). The effects of gender interaction
patterns on student participation in computer-supported collaborative argumentation.
Educational
Technology, Research, and Development, 54(6), 543-568.
[
see
article ] (8% acceptance rate, ISI journal, impact
factor=.364)
.
Jeong,
A. (2006). The effects of conversational styles of communication on group
interaction patterns and argumentation in online discussions. Instructional
Science, 34(5), 367-397. (30% acceptance rate, ISI journal, impact
factor=1.00)
[
see
article ]
..
Brooks,
D. & Jeong, A. (2006). The effects of pre-structuring discussion threads
on group interaction and group performance in computer-supported collaborative
argumentation.
Distance Education, 27(3), 371-390. (30% acceptance
rate)
[
see
full article ]
.
Jeong,
A. (2006). Gender interaction patterns and gender participation in computer-supported
collaborative argumentation.
American Journal of Distance Education,
20(4), 195-210. This is a follow-up study to the first study (immediately
below) on gender interaction with mostly female group instead of mostly
male group. (20% acceptance rate)
[
see
article ]
.
Jeong,
A. (2005). A guide to analyzing message-response sequences and group interaction
patterns in computer-mediated communication. Distance Education, 26(3),
367-383. (30% acceptance rate) [ see
full article ] [AERA
reviewer comments ]
Submitted
Aug 18, 2004, Accepted Feb 10, 2005 (26 months time to print).
Jeong,
A. (2005). The effects of linguistic qualifiers on group interaction patterns
in computer-supported collaborative argumentation. International Review
of Research in Open and Distance Learning, 6(3). [see
article] (30% acceptance rate)
.
Jeong,
A. (2004). The combined effects of response time and message content on
growth patterns of discussion threads in computer-supported collaborative
argumentation.
Journal of Distance Education, 19(1), 36-53.
(20% acceptance rate) [
see
article ]
.
Jeong,
A. (2003). Sequential analysis of group interaction and critical thinking
in online threaded discussions.
The American Journal of Distance Education,
17(1),
25-43. (20% acceptance rate) [ see
article ]
.
Lehrer,
R., Mihwa, L. & Jeong, A. (1999). Reflective teaching of Logo. Journal
of the Learning Science,
8(2),245-89.
.
Jeong,
A. (1996). The structure of group discussions in online chats. Journal
of Visual Literacy,
16(1), 51-63.
Presentations
Howles, L. &
Jeong, A. (2009). Learning Styles: Facts and folklore in e-learning. Webinar
presentation with Magna Publications, Madison WI. [
supplemental
resources ]
Jeong, A. (2008). Sequentially
analyzing and mapping the interactional processes of knowledge construction
in online learning. Paper presented at the 2008 American Educational Research
Association conference, New York, NY. [
paper
]
Shute, V., Zapata, D., &
Jeong, A. (2008). Assessing mental models and discourse patterns with evidence-based
flexible belief networks. Paper presented at the 2008 American Educational
Research Association conference for the Technology, Instructional, Cognition
and Learning (TICL) Symposia, New York, NY. [ paper
& jMAP software ]
Dennen, V. & Jeong, A.
(2008). A mixed methods framework for modeling on-line discourse. Paper
presented at the 2008 American Educational Research Association conference
for the Technology, Instructional, Cognition and Learning (TICL) Symposia,
New York, NY. [ paper
]
Frazier, S., & Jeong,
A. (2007). How day of posting affects growth patterns of asynchronous discussion
threads and computer-supported collaborative argumentation. Paper presented
at the 2007 Association of Educational Communications and Technology conference,
Los Angeles, CA. (national) [ powerpoint
]
JeongMin, L., & Jeong,
A. (2007). The effect of discussion-based tools vs. concept-mapping tools
on critical thinking process and performance. Paper presented at the 2007
Association of Educational Communications and Technology conference, Los
Angeles, CA. (national) [ powerpoint
]
Shanti, W., & Jeong,
A. (2007). Using linguistic analysis to automate message content coding
in online discussions. Paper presented at the 2007 Association of Educational
Communications and Technology conference, Los Angeles, CA. (national)
Jeong, A. (2007). Varying
the number of required postings vs. posting days: Promoting student interaction
and sustained discourse in online discussions. Paper presented at the 2007
Association of Educational Communications and Technology conference, Los
Angeles, CA. (national) [ powerpoint
]
Jeong, A. (2007). The
effects of intellectual openness and gender on critical thinking processes
in computer-supported collaborative argumentation. Presented at
the 2007 American Educational Research Association conference, Chicago,
IL. [ powerpoint
]
Jeong, A. (2006). The effects
of conversational styles of communication on group interaction patterns
and argumentation in online discussions. Presented at the 2006 American
Educational Research Association conference, San Francisco, CA. [
powerpoint
]
.
Jeong, A. (2006). Taking
task analysis to the next level: Innovative software tools and methods
for modeling, visualizing, analyzing, and identifying optimal task sequences.
Presented in October 2006 at the Association of Educational Communications
and Technology conference, Dallas TX.
.
Jeong, A. (2005). The effects
of personality traits on group interaction and performance in computer-supported
collaborative argumentation. Paper presented at the annual 2005 Association
of Educational Communication and Technology conference in Orlando, FL.
[abstract]
[Powerpoint
presentation]
.
Brooks, D. & Jeong,
A. (2005). The effects of structuring discussion threads on group interaction
and performance in computer-supported collaborative argumentation. Round
table paper co-presented at the annual 2005 Association of Educational
Communication and Technology conference in Orlando, FL. [abstract]
[Powerpoint
presentation]
Miyoung, Lee & Jeong,
A. (2005). The effects of the quality of message content on interaction
patterns and level of critical discourse in online discussion. Paper co-presented
at the annual 2005 Association of Educational Communication and Technology
conference in Orlando, FL. [Powerpoint
presentation]
Jeong, A. (2005). Methods
and tools for the computational analysis of group interaction and argumentation
in asynchronous online group discussions. Paper presented at the Learning
and Technology Symposium at New York University, New York, NY, April 1,
2005.
.
Jeong,
A. (2004).
The
effects of long versus short response time on patterns of critical discourse
in asynchronous discussions. Paper presented at the 2004 Association
of Educational Communication and Technology conference at Chicago, IL.
.
Jeong,
A. (2004).
The
effects of communication style and message function in triggering responses
and critical discussion in computer-supported collaborative argumentation.
Paper in conference proceedings for the Annual meeting of the Association
of Educational Communications & Technology, Chicago, IL. [See current
work in progress 922K]
.
Jeong,
A. & Sunyoung, J. (2004).The
effects of response constraints and message labels on interaction patterns
and argumentation in online discussions. Paper presented at the 2004
American Educational Research Association conference.
.
Jeong, A. (2003). The Effects
of Message-Reply and Time-based Structures on Group Interactions and Critical
Thinking in Asynchronous Online Discussions. Paper presented at Association
for Educational Communications & Technology conference in October,
2003. [Powerpoint presentation]
.
Fisher, N. & Jeong,
A. (2003). The Effects of Rapid Prototyping Versus Dick and Carey’s
ISD Model on Group Decision-Making and Interactions in Virtual Instructional
Design Teams. Paper presented at Association for Educational Communications
& Technology conference in October, 2003. [See Powerpoint
presentation]
.
Sunyoung, J. & Jeong,
A. (2003). The Effects of Scaffolding Critical Thinking on Interaction
Patterns in Online Debates. Roundtable session presented at Association
for Educational Communications & Technology conference in October,
2003.
.
Hu,
H. & Jeong, A. (2003). Facilitating online discussion by activating
learner self-regulation. Paper presented at Association for Educational
Communications & Technology conference in October, 2003.
.
Jeong,
A. & Davidson-Shivers, G. (2003). Gender
interactions in online debates: Look who's arguing with whom. Paper
presented at the Annual meeting of the American Educational Research Association,
Chicago, April 21-25, 2003.
.
Jeong,
A. (April, 2003). The Effects of Response Time on Critical Thinking in
Online Discussions. Paper presented at the American Educational Research
Association, Chicago IL.
.
Jeong,
A. (November, 2002). Computer-Based Tools & Methods for Assessing Group
Discussions and Critical Thinking Processes. Paper presented at the Association
for Educational Communications & Technology, Dallas TX.
.
Jeong,
A. (November, 2002). Scaffolding and Assessing the Critical Thinking Process
in Distance Learning. Paper presented at the Florida Educational Research
Association, Gainesville FL.
.
Jeong,
A. (October 1999 & 2000). Evaluating Instructional Technology with
the Flashlight Current Student Inventory. Annual conference of the Learning
Technology Development Council (LTDC), Wisconsin Dells WI.
.
Jeong,
A. (2000). Facilitating Online Discussion. 16th Annual Conference on Distance
Teaching & Learning, Madison WI, August 2000.
.
Jeong,
A. (1999). Surveying Your Student Web Users: Web forms, Surveys, Online
Data Analysis, Bulletin Boards, Email Links and More. 15th Annual Conference
on Distance Teaching & Learning, Madison WI, August 1999.
.
Jeong,
A., Feen. H. (1995). Using the Internet for Distance Learning: Demonstrations
of Computer Conferencing and the World Wide Web. 11th Annual Conference
on Distance Teaching & Learning, Madison WI, August 1995.
.
Jeong,
A. (1993). Teaching motion graphs with real-time notations & methods
of computer graph manipulation. Annual meeting of the American Educational
Research Association (AERA), Atlanta GA, April 1993.
Teaching
Experience
Assistant Professor
in Instructional Systems & Distance Education, Florida State University,
Department of Educational Psychology & Learning Systems, 2000-2005.
Courses taught: EME5457 Introduction to Distance Education, EDP5216 Learning
Theory & Cognition, EME6415 Courseware Development, EME6635 Designing
for Online Collaborative Learning, EDG6362 IS Research Seminar
Instructional Technology
Consultant, Department of Learning Technology and Distance Education, University
of Wisconsin, Fall 1990 – 2000. Delivered training workshops and presentations
to teaching faculty
Teaching Assistant, Department
of Educational Psychology, University of Wisconsin, 1990
Professional
Activities
Conference
presentation chair at the 2006 American Educational Research Association
(AERA) conference, San Francisco, CA
Reviewer
for the Educational Technology, Research, and Development journal, 2006
– present
Ad
hoc reviewer for the Journal of Computer Assisted Learning journal, 2006
– present
Editorial
board member for the Quarterly Review of Distance Education, 2002-present
Ad
hoc reviewer for the American Journal of Distance Education, 2003-2004
Ad
hoc reviewer for Tech Trends, 2006
Association
for Educational Communication & Technology (AECT) member, 2000-2005.
American
Educational Research Association (AERA) member, 1993, 2003-2005.
Evaluation
& Instructional Technology Consultant. Department of Learning Technology
and Distance Education in the Division of Information Technology, University
of Wisconsin, Madison WI, 1990-present.
Conference
Facilitator/Assistant. 1995-1998 Conference on Distance Teaching and Learning,
Madison WI.
Research
Projects & Creative Works
Jeong,
A. (2008). jMAP.
Retrieved on April 5, 2008 http://garnet.acns.fsu.edu/~ajeong/jmap.
Excel program for superimposing and comparing individual, expert,
and collective group maps to visually and quantitatively measure progressive
changes in causal links over time.
Jeong,
A. (2001). Dissertation "A sequential analysis of critical thinking in
online discussions" (download
zip file) completed at the University of Wisconsin - Madison under
the direction of Dr. Michael Streibel and doctoral committee members Dr.
Mary Anne Fitzpatrick and Dr. Chere Gibson.
Jeong,
A. (2005).
Discussion Analysis Tool.
Retrieved on August 12, 2005 from http://garnet.fsu.edu/~ajeong/DAT.
Jeong,
A. (2006).
ForumManager.
MS Excel application for downloading and analyzing messages (e.g., number
postings, number of threads, average thread depth, overall response rates,
posting days, reciprocated replies, number messages with specified keywords,
and more) in Blackboard 6.x threaded discussion forums using Internet Explorer
6.x browser. http://garnet.fsu.edu~ajeong/ForumManager
Jeong,
A. (1996). The effects of computer simulation/modeling, direct manipulation
and dynamically linked multiple representations. Master
thesis (521k) completed at the University of Wisconsin - Madison under
the direction of Dr. Richard Lehrer and committee members Dr. Sharon Derry
and Dr. Joel Levin..
Grants
& Awards
The
2007 Journal of Distance Education Editors' Award for excellence
in research in distance education
Awarded
summer funding to develop a research grant proposal from the Center for
Educational Research and Policy Studies (CERPS), Florida State University
CORE
research funding for course buyout in Spring 2006 semester.
CORE
research grant received in January 2005 for one course release during Spring
2005 semester to conduct research and prepare manuscripts for review and
publication.
.
Awarded
the First Year Awards Program grant in the amount of $10,000 from the Council
on Research and Creativity (CRC) at Florida State University for summer
of 2002.
Awarded
the COFRS grant in the amount of $8000 from the Council on Research and
Creativity (CRC) at Florida State University for research and the development
for the summer of 2003.
Personal
Interests
Hobbies:
Wind
surfing, social & competitive ballroom dancing (see results
& picture1 & picture2),
downhill skiing, piano,
Favorite
Quote: "The longer I live, the more I realize the impact of attitude
on life. Attitude, to me, is more important than facts. It is more important
than the past, than education, than money, than circumstances, than failures,
than successes, than what other people think or say or do. It is more important
than appearance, giftedness, or skill. It will make or break a company
... a church ... a home. The remarkable thing is we have a choice every
day regarding the attitude we will embrace for that day. We cannot change
the inevitable. The only thing we can do is play on the one string we have,
and that is our attitude ... I am convinced that life is 10% what happens
to me, and 90% how I react to it. And so it is with you ... we are in charge
of our Attitudes." (by Charles Swindoll)
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