Mik Fanguy | Korea Advanced Institute of Science and Technology (original) (raw)
Papers by Mik Fanguy
Computers and education/Computers & education, Jun 1, 2024
International review of research in open and distance learning, May 16, 2024
Journal of Chemical Education
Computer Assisted Language Learning
Australasian Journal of Educational Technology
As the number of students learning in online and flipped contexts grows, an important question ar... more As the number of students learning in online and flipped contexts grows, an important question arises: to what extent is it necessary to have places or activities where students interact regarding course content? The present paper looked at three flipped learning environments: one with no online collaboration, one featuring an online discussion forum and one involving online collaborative note-taking. The subjects (N = 178) were all graduate students taking a flipped version of an English scientific writing class at a university in South Korea. The results show that students in the experimental conditions with online collaboration (collaborative note-taking and discussion forums) outperformed peers in the control condition (no online collaboration) on individual writing assignments. Furthermore, there was a benefit in the experimental condition with discussion forums regarding students’ group writing scores compared to the control group. These results show the value of implementing ...
Interactive Learning Environments, Mar 28, 2023
Journal of Science Education and Technology, Jan 4, 2023
Tenth Pan-Commonwealth Forum on Open Learning
This paper reports on a systematic review of artificial intelligence applications in education (A... more This paper reports on a systematic review of artificial intelligence applications in education (AIEd) with a special focus on automated essay scoring (AES) systems. AES systems may provide enormous time-savings, especially for large-scale distance teaching institutions with massive numbers of students, by reducing marking and freeing up teachers’ resources for individual feedback and personal support of distance learners. After an introduction on how AES systems function, a review corpus of published articles between 2007 and 2021 is synthetised to evaluate critical discussions and research trends in AES. Articles in the corpus generally evaluated either the accuracy of AES systems or the experience of users, and include implementation of AES systems in various settings (i.e., higher education, K-12, and large-scale assessments). Despite the opportunities that AES might afford for educational institutions, many questions related to the feasibility and validity of AES systems, their ...
Innovations in Education and Teaching International
Tenth Pan-Commonwealth Forum on Open Learning
This paper reports on a systematic review of artificial intelligence applications in education (A... more This paper reports on a systematic review of artificial intelligence applications in education (AIEd) with a special focus on automated essay scoring (AES) systems. AES systems may provide enormous time-savings, especially for large-scale distance teaching institutions with massive numbers of students, by reducing marking and freeing up teachers’ resources for individual feedback and personal support of distance learners. After an introduction on how AES systems function, a review corpus of published articles between 2007 and 2021 is synthetised to evaluate critical discussions and research trends in AES. Articles in the corpus generally evaluated either the accuracy of AES systems or the experience of users, and include implementation of AES systems in various settings (i.e., higher education, K-12, and large-scale assessments). Despite the opportunities that AES might afford for educational institutions, many questions related to the feasibility and validity of AES systems, their ...
In response to the COVID-19 outbreak, the South Korean government mandated that all universities ... more In response to the COVID-19 outbreak, the South Korean government mandated that all universities and schools deliver courses online to minimize transmission of the virus. In order to provide insight into the experiences of those implementing this sudden and drastic shift to online teaching, the vignettes of three educators are presented. Examination of these cases revealed three key themes. First, teachers should provide at least some portion of their class online at all times as a contingency plan for disasters necessitating fully online course delivery. Second, technology-enhanced communication experiences can enhance faculty members’ online teaching ability and self-efficacy. Third, educational administrators also bear responsibility in enhancing the preparedness of institutions for the transition to online teaching in response to a disaster. The paper concludes with suggestions on how teachers and administrators can increase their preparedness for disasters like COVID-19 through the use of and support for online teaching
The Internet and Higher Education
British Journal of Educational Technology, 2022
2021 16th International Conference on Computer Science & Education (ICCSE), 2021
The educational benefits of collaboration are well known. Collaborative writing platforms, such a... more The educational benefits of collaboration are well known. Collaborative writing platforms, such as Google Docs, provide students with opportunities to write collaboratively from any location at any time. Despite the benefits of writing collaboratively, such assignments require a number of start-up tasks that may cause mental processing irrelevant to the learning goal. One such task is the creation of shared documents and the granting of permissions to edit the document among group members. In order to avoid taxing students with unnecessary cognitive processing, the present paper posits that instructors should be responsible for creating and sharing collaborative documents. However, as this may be a burdensome task for instructors due to large numbers of students and assignments, a customized computer system, Collab_doc_maker, is introduced that automatically replicates Google Docs, organizes them into predetermined folders and subfolders, and grants editing permissions to members of student groups.
Interactive Technology and Smart Education, 2021
Purpose This study aims to better understand the relationship between peer feedback in the contex... more Purpose This study aims to better understand the relationship between peer feedback in the context of online collaborative note-taking and how comments impacted student performance and understanding. Design/methodology/approach This one sample investigation was of graduate students participating in an academic writing class working collaboratively online. Data was gathered on student feedback during note-taking activity to test for its effects on student performance and understanding. Findings The use of peer comments in online note-taking was found to impact student quiz scores and academic writing skills positively. However, no significance was found between comments and the completeness of their notes taken, suggesting its limits to promote deeper understanding. Research limitations/implications The level and detail about the comments made and how accurately they recall the important details from the video lectures is not known. The average number of comments made weekly by each ...
Nature Reviews Chemistry, 2021
Computers and education/Computers & education, Jun 1, 2024
International review of research in open and distance learning, May 16, 2024
Journal of Chemical Education
Computer Assisted Language Learning
Australasian Journal of Educational Technology
As the number of students learning in online and flipped contexts grows, an important question ar... more As the number of students learning in online and flipped contexts grows, an important question arises: to what extent is it necessary to have places or activities where students interact regarding course content? The present paper looked at three flipped learning environments: one with no online collaboration, one featuring an online discussion forum and one involving online collaborative note-taking. The subjects (N = 178) were all graduate students taking a flipped version of an English scientific writing class at a university in South Korea. The results show that students in the experimental conditions with online collaboration (collaborative note-taking and discussion forums) outperformed peers in the control condition (no online collaboration) on individual writing assignments. Furthermore, there was a benefit in the experimental condition with discussion forums regarding students’ group writing scores compared to the control group. These results show the value of implementing ...
Interactive Learning Environments, Mar 28, 2023
Journal of Science Education and Technology, Jan 4, 2023
Tenth Pan-Commonwealth Forum on Open Learning
This paper reports on a systematic review of artificial intelligence applications in education (A... more This paper reports on a systematic review of artificial intelligence applications in education (AIEd) with a special focus on automated essay scoring (AES) systems. AES systems may provide enormous time-savings, especially for large-scale distance teaching institutions with massive numbers of students, by reducing marking and freeing up teachers’ resources for individual feedback and personal support of distance learners. After an introduction on how AES systems function, a review corpus of published articles between 2007 and 2021 is synthetised to evaluate critical discussions and research trends in AES. Articles in the corpus generally evaluated either the accuracy of AES systems or the experience of users, and include implementation of AES systems in various settings (i.e., higher education, K-12, and large-scale assessments). Despite the opportunities that AES might afford for educational institutions, many questions related to the feasibility and validity of AES systems, their ...
Innovations in Education and Teaching International
Tenth Pan-Commonwealth Forum on Open Learning
This paper reports on a systematic review of artificial intelligence applications in education (A... more This paper reports on a systematic review of artificial intelligence applications in education (AIEd) with a special focus on automated essay scoring (AES) systems. AES systems may provide enormous time-savings, especially for large-scale distance teaching institutions with massive numbers of students, by reducing marking and freeing up teachers’ resources for individual feedback and personal support of distance learners. After an introduction on how AES systems function, a review corpus of published articles between 2007 and 2021 is synthetised to evaluate critical discussions and research trends in AES. Articles in the corpus generally evaluated either the accuracy of AES systems or the experience of users, and include implementation of AES systems in various settings (i.e., higher education, K-12, and large-scale assessments). Despite the opportunities that AES might afford for educational institutions, many questions related to the feasibility and validity of AES systems, their ...
In response to the COVID-19 outbreak, the South Korean government mandated that all universities ... more In response to the COVID-19 outbreak, the South Korean government mandated that all universities and schools deliver courses online to minimize transmission of the virus. In order to provide insight into the experiences of those implementing this sudden and drastic shift to online teaching, the vignettes of three educators are presented. Examination of these cases revealed three key themes. First, teachers should provide at least some portion of their class online at all times as a contingency plan for disasters necessitating fully online course delivery. Second, technology-enhanced communication experiences can enhance faculty members’ online teaching ability and self-efficacy. Third, educational administrators also bear responsibility in enhancing the preparedness of institutions for the transition to online teaching in response to a disaster. The paper concludes with suggestions on how teachers and administrators can increase their preparedness for disasters like COVID-19 through the use of and support for online teaching
The Internet and Higher Education
British Journal of Educational Technology, 2022
2021 16th International Conference on Computer Science & Education (ICCSE), 2021
The educational benefits of collaboration are well known. Collaborative writing platforms, such a... more The educational benefits of collaboration are well known. Collaborative writing platforms, such as Google Docs, provide students with opportunities to write collaboratively from any location at any time. Despite the benefits of writing collaboratively, such assignments require a number of start-up tasks that may cause mental processing irrelevant to the learning goal. One such task is the creation of shared documents and the granting of permissions to edit the document among group members. In order to avoid taxing students with unnecessary cognitive processing, the present paper posits that instructors should be responsible for creating and sharing collaborative documents. However, as this may be a burdensome task for instructors due to large numbers of students and assignments, a customized computer system, Collab_doc_maker, is introduced that automatically replicates Google Docs, organizes them into predetermined folders and subfolders, and grants editing permissions to members of student groups.
Interactive Technology and Smart Education, 2021
Purpose This study aims to better understand the relationship between peer feedback in the contex... more Purpose This study aims to better understand the relationship between peer feedback in the context of online collaborative note-taking and how comments impacted student performance and understanding. Design/methodology/approach This one sample investigation was of graduate students participating in an academic writing class working collaboratively online. Data was gathered on student feedback during note-taking activity to test for its effects on student performance and understanding. Findings The use of peer comments in online note-taking was found to impact student quiz scores and academic writing skills positively. However, no significance was found between comments and the completeness of their notes taken, suggesting its limits to promote deeper understanding. Research limitations/implications The level and detail about the comments made and how accurately they recall the important details from the video lectures is not known. The average number of comments made weekly by each ...
Nature Reviews Chemistry, 2021