Professor Joyce Koh, Our people, Higher Education Development Centre

BBA (Hons), MSc, PhD

Professor

Email joyce.koh@otago.ac.nz
Tel +64 3 479 7232

About Joyce

I am a Professor in higher education, focusing on educational technology. Facilitating educators to translate educational technology theories into usable and effective pedagogical practices drives my research. To date, my research work has contributed validated surveys for the assessment of teachers' confidence in their technological pedagogical content knowledge (TPACK) for constructivist-oriented pedagogies, as well as design rubrics and TPACK design processes to support educators' creation of student-centred learning practices. I am interested in developing understanding about educational technology, teacher learning, and design thinking in higher education and adult learning contexts.

Research interests

Design thinking
Teacher pedagogical change for student-centred learning
Educational technology pedagogies and TPACK
Instructional design and e-learning

Supervision

Joyce is available to supervise postgraduates in higher education focusing on educational technology, student-centred learning and teaching, design thinking in education, e-learning, and instructional design. You are welcome to contact Joyce for a chat about your ideas.

Current students

PhD

Dao Thi Hong Van – Interaction, space and time in synchronous online learning
Jasbir Singh – Development of Authorial Voice Toolkit for authorship reflection for novice student writers at university
Mary Ma Rui – Peer scaffolding in computer-support collaborative learning in L2 learning
See Pei Jun– Use of learning analytics to facilitate self-regulated learning in an online environment
Qin An – The function and integration of technological pedagogical content knowledge (TPACK) in Business English classroom teaching
Soovendran Varadarajan – An exploration of digital badges as micro-credential tools

Master's and Postgraduate Certificate

Hana Olson – Team-based inter-professional education in Dentistry

Past students

2023 – Anushika Kariyawasam (PhD, University of Otago) – Therapeutic scaffolding for underachieving English as a second language students
2023 – Hana' Sha'sha'a (Master of Higher Education, University of Otago) – Online teaching and learning during COVID‑19 pandemic: Effects on teachers' perception of technology integration and 21st century learning at an international school in Saudi Arabia
2022 – Lev Lafayette (Master of Higher Education, University of Otago) – The future of the university in the age of the Internet – Views of educators and learners
2021 – Fiona Slark (Postgraduate Certificate in Higher Education, University of Otago) – Introducing Transformational Learning Theory to novice physiotherapy clinical supervisors via blended learning
2020 – Hana' Sha'sha'a (Postgraduate Certificate in Higher Education, University of Otago) – Professional development for information technology teachers on higher-order thinking (HOT) skills
2020 – Lucy Nguma (Postgraduate Certificate in Higher Education, University of Otago) – Strategies for engaging students in flipped classrooms
2019 – Agnes Wong Soon (Master of Higher Education, University of Otago) – A study of Samoan students' attitudes towards technology adoption for learning using the Theory of Planned Behaviour
2019 – Geoffrey Kelly (Postgraduate Certificate in Higher Education, University of Otago) – A simple design model for an online scenario-based learning resource at the Open Polytechnic
2018 – Lye Sze Yee (Doctor in Education, Nanyang Technological University, Singapore) – Learning programming with Scratch for primary school students
2018 – Daniel Siew Hoi Kok (PhD, Nanyang Technological University, Singapore) – Understanding the process of military leaders' development as professional: Implications for the design of military leadership development programme
2015 – Goh Lih Ing (Master of Arts – Instructional Design and Technologies, Nanyang Technological University, Singapore) – Examining teachers' TPACK for designing comprehension assessment: Efficacy of a corpus-based Chinese Language support tool
2012 – Toh Tze Keong (Master of Education, Nanyang Technological University, Singapore) – Exploring the use of collaborative knowledge building to nurture reflective thinking in Christian education

Publications

Koh, J. H. L., Daniel, B. K., Ma, R., Hu, A., & Mazzocco, P. (2024). Validating an online learning dexterity survey of university students’ online learning competence. Asia-Pacific Education Researcher. Advance online publication. doi: 10.1007/s40299-024-00925-3 Journal - Research Article

Tian, J., Koh, J. H. L., Ren, C., & Wang, Y. (2024). Learning geographical information systems through first principles of instruction: Effects on student experiences and geocapabilities. Journal of Geography in Higher Education. Advance online publication. doi: 10.1080/03098265.2024.2403065 Journal - Research Article

Stojanov, A., Liu, Q., & Koh, J. H. L. (2024). University students’ self-reported reliance on ChatGPT for learning: A latent profile analysis. Computers & Education: Artificial Intelligence, 6, 100243. doi: 10.1016/j.caeai.2024.100243 Journal - Research Article

Koh, J. H. L., Daniel, B. K., & Greenman, A. C. (2023). Online teaching dexterity-implications for post-pandemic higher education online teaching competencies. Innovations in Education & Teaching International. Advance online publication. doi: 10.1080/14703297.2023.2297022 Journal - Research Article

Tan, L., Thomson, R., Koh, J. H. L., & Chik, A. (2023). Teaching multimodal literacies with digital technologies and augmented reality: A cluster analysis of Australian teachers’ TPACK. Sustainability, 15, 10190. doi: 10.3390/su151310190 Journal - Research Article

2024

Journal - Research Article

2023

Journal - Research Article

Koh, J. H. L., Daniel, B. K., & Greenman, A. C. (2023). Adaptiveness for online learning: Conceptualising ‘online learning dexterity’ from higher education students’ experiences. New Zealand Journal of Educational Studies, 58, 379-397. doi: 10.1007/s40841-023-00287-2

Tamimy, M., Rashidi, N., & Koh, J. H. L. (2023). The use of cooperative learning in English as foreign language classes: The prevalence, fidelity, and challenges. Teaching & Teacher Education, 121, 103915. doi: 10.1016/j.tate.2022.103915

Siew, D. H. K., & Koh, J. H. L. (2023). Being and becoming beginning military leaders: Implications for leadership learning. Military Psychology, 35(2), 142-156. doi: 10.1080/08995605.2022.2088986

Journal - Research Other

Varadarajan, S., Koh, J. H. L., & Daniel, B. K. (2023). A systematic review of the opportunities and challenges of micro-credentials for multiple stakeholders: Learners, employers, higher education institutions and government. International Journal of Educational Technology in Higher Education, 20, 13. doi: 10.1186/s41239-023-00381-x

Conference Contribution - Published proceedings: Full paper

Singh, J. K., Daniel, B. K., & Koh, J. H. L. (2023). Ghost in the machine: AVATAR, a prototype for supporting student authorial voice. In N. Wang, G. Rebolledo-Mendez, V. Dimitrova, N. Matsuda & O. C. Santos (Eds.), Artificial intelligence in education: Communications in computer and information science (Vol. 1831). (pp. 504-509). Cham, Switzerland: Springer. doi: 10.1007/978-3-031-36336-8_78

2022

Chapter in Book - Research

Koh, J. H. L. (2022). Designing for designerly ways of knowing: Creating learning design futures in higher education. In L. Tan & B. Kim (Eds.), Design praxiology and phenomenology: Understanding ways of knowing through inventive practices. (pp. 189-204). Singapore: Springer Nature. doi: 10.1007/978-981-19-2806-2_11

Journal - Research Article

Koh, J. H. L., & Daniel, B. K. (2022). Shifting online during COVID-19: A systematic review of teaching and learning strategies and their outcomes. International Journal of Educational Technology in Higher Education, 19, 56. doi: 10.1186/s41239-022-00361-7

Tian, J., Koh, J. H. L., Ren, C., & Wang, Y. (2022). Understanding higher education students' developing perceptions of geocapabilities through the creation of story maps with geographical information systems. British Journal of Educational Technology, 53, 687-705. doi: 10.1111/bjet.13176

Koh, J. H. L., Scott, N., Lucas, A., Kataoka, M., & MacDonell, S. (2022). Shifting from lecturing to flipped learning: Unpacking lecturers’ implementation considerations. New Zealand Journal of Educational Studies, 57, 445-463. doi: 10.1007/s40841-021-00234-z

Conference Contribution - Verbal presentation and other Conference outputs

Koh, J., & Daniel, B. (2022, November). What is online dexterity for COVID and beyond: Perspectives of Otago teachers and students. Verbal presentation at the COVID-19’s Impact on Teaching and Learning at the University of Otago: Lessons Learned Symposium, Dunedin, New Zealand.

2021

Edited Book - Research

Koh, J. H. L., & Kan, R. Y. P. (Eds.). (2021). Teaching and learning the arts in higher education with technology: Vignettes from practice. Singapore: Springer Nature. doi: 10.1007/978-981-16-4903-5

Chapter in Book - Research

Koh, J. H. L., & Kan, R. Y. P. (2021). Educating the artist with technology: COVID-19 and beyond. In J. H. L. Koh & R. Y. P. Kan (Eds.), Teaching and learning the arts in higher education with technology: Vignettes from practice. (pp. 191-209). Singapore: Springer Nature. doi: 10.1007/978-981-16-4903-5_11

Koh, J. H. L., Tay, P. C., & Ali, S. B. M. (2021). Creating institutional technological pedagogical content knowledge: A case study through the eyes of an educational technology support unit. In J. H. L. Koh & R. Y. P. Kan (Eds.), Teaching and learning the arts in higher education with technology: Vignettes from practice. (pp. 169-189). Singapore: Springer Nature. doi: 10.1007/978-981-16-4903-5_10

Koh, J. H. L. (2021). A professional development workshop for supporting artist educators' creation of technological pedagogical content knowledge. In J. H. L. Koh & R. Y. P. Kan (Eds.), Teaching and learning the arts in higher education with technology: Vignettes from practice. (pp. 151-168). Singapore: Springer Nature. doi: 10.1007/978-981-16-4903-5_9

Koh, J. H. L. (2021). Educating the artist with technology? In J. H. L. Koh & R. Y. P. Kan (Eds.), Teaching and learning the arts in higher education with technology: Vignettes from practice. (pp. 1-14). Singapore: Springer Nature. doi: 10.1007/978-981-16-4903-5_1

Journal - Research Article

Koh, J. H. L., & Kan, R. Y. P. (2021). Students’ use of learning management systems and desired e-learning experiences: Are they ready for next generation digital learning environments? Higher Education Research & Development, 40(5), 995-1010. doi: 10.1080/07294360.2020.1799949

Journal - Research Other

Koh, J. H. L., Scott, N., Lucas, A., Kataoka, M., & MacDonell, S. (2021). Developing dietetic students' confidence in multicultural communication through flipped learning [Educational case report]. Teaching & Learning in Medicine, 33(1), 67-77. doi: 10.1080/10401334.2020.1794880

Conference Contribution - Published proceedings: Full paper

Singh, J., Daniel, B., & Koh, J. H. L. (2021). A review of authorial voice interventions and rubrics: Making the case for a more reflexive, student-facing learning tool. UICELL Conference Proceeding, 5. [Full Paper]

Pek, S. E., & Koh, J. H. L. (2021). Team formation using character-based gamification: Effects on online teamwork experience during COVID-19. Proceedings of the 16th International Conference on Computer Science and Education (ICCSE). (pp. 247-252). IEEE. doi: 10.1109/ICCSE51940.2021.9569643

Kong, S. L., & Koh, J. H. L. (2021). Designed soundscapes as creative stimuli: Influence on perceptions of learning affect and creative expression in a design and media course during COVID-19. Proceedings of the 16th International Conference on Computer Science and Education (ICCSE). (pp. 8-12). IEEE. doi: 10.1109/ICCSE51940.2021.9569439

2020

Journal - Research Article

Koh, J. H. L., & Kan, R. Y. P. (2020). Perceptions of learning management system quality, satisfaction, and usage: Differences among students of the arts. Australasian Journal of Educational Technology, 36(3), 26-40. doi: 10.14742/ajet.5187

Journal - Research Other

Koh, J. H. L. (2020). Three approaches for supporting faculty technological pedagogical content knowledge (TPACK) creation through instructional consultation. British Journal of Educational Technology, 51(6), 2529-2543. doi: 10.1111/bjet.12930

Conference Contribution - Published proceedings: Abstract

Scott, N., & Koh, J. (2020). Exploring if a flipped classroom can enhance dietetic students' confidence in conducting a subjective global assessment. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. (pp. 149). Retrieved from https://anzahpe.org

2019

Journal - Research Article

Koh, J. H. L. (2019). Four pedagogical dimensions for understanding flipped classroom practices in higher education: A systematic review. Educational Sciences: Theory & Practice, 19(4), 14-33. doi: 10.12738/estp.2019.4.002

Koh, J. H. L. (2019). TPACK design scaffolds for supporting teacher pedagogical change. Educational Technology Research & Development, 67, 577-595. doi: 10.1007/s11423-018-9627-5

Koh, J. H. L. (2019). Articulating teachers’ creation of technological pedagogical mathematical knowledge (TPMK) for supporting mathematical inquiry with authentic problems. International Journal of Science & Mathematics Education, 17, 1195-1212. doi: 10.1007/s10763-018-9914-y

Chai, C. S., Koh, J. H. L., & Teo, Y. H. (2019). Enhancing and modeling teachers’ design beliefs and efficacy of technological pedagogical content knowledge for 21st century quality learning. Journal of Educational Computing Research, 57(2), 360-384. doi: 10.1177/0735633117752453

Journal - Professional & Other Non-Research Articles

Scott, N., Lucas, A., Kataoka, M., MacDonell, S., & Koh, J. (2019). Cultural communication: Exploring a flipped classroom? Smart Bites, (6), 22-25. Retrieved from https://fliphtml5.com/hlwaj/sfta

Conference Contribution - Published proceedings: Abstract

Koh, J. H. L. (2019). Creating technological pedagogical content knowledge (TPACK) through instructional consultation. Proceedings of the Society for Research into Higher Education (SRHE) Annual Research Conference: Creativity, Criticality and Conformity in Higher Education. (pp. 98). Retrieved from https://www.srhe.ac.uk/conference2019/default.asp

Koh, J. H. L., Scott, N., Lucas, A., Kataoka, M., & MacDonell, S. (2019). Fostering professional thinking in early learning dietetics lectures through flipped learning. Proceedings of the Society for Research into Higher Education (SRHE) Annual Research Conference: Creativity, Criticality and Conformity in Higher Education. (pp. 62). Retrieved from https://www.srhe.ac.uk/conference2019/default.asp

Koh, J. H. L., & Kan, R. Y. P. (2019). Preparing students for learning with next-generation digital learning environments (NGDLEs). Proceedings of the Higher Education Research and Development Society of Australasia (HERDSA) 42nd Annual Conference: Next Generation, Higher Education: Challenges, Changes and Opportunities. Retrieved from https://www.herdsa2019.auckland.ac.nz

Wong Soon, A., & Koh, J. (2019). Samoan students' attitudes towards technology adoption for learning: Theory of planned behaviour. In A. Finigan, P. Vakaoti, R. Richards & M. Schaaf (Eds.), Proceedings of the Pacific Postgraduate Symposium: Pacific Voices XVI. (pp. 37). Dunedin, New Zealand: The Pacific Islands Centre, University of Otago. Retrieved from https://www.otago.ac.nz/pacific

Conference Contribution - Verbal presentation and other Conference outputs

Scott, N., Lucas, A., Kataoka, M., MacDonell, S., & Koh, J. (2019, September). Cultural communication: Exploring a flipped classroom? Verbal presentation at the Dietitians New Zealand Conference: Closing the Gap, Auckland, New Zealand.

2018

Chapter in Book - Research

Lye, S. Y., & Koh, J. H. L. (2018). Case studies of elementary children’s engagement in computational thinking through Scratch programming. In M. S. Khine (Ed.), Computational thinking in STEM discipline: Foundations and research highlights. (pp. 227-251). Cham, Switzerland: Springer. doi: 10.1007/978-3-319-93566-9_12

Journal - Research Article

Koh, J. H. L., Chai, C. S., & Natarajan, U. (2018). Developing Indonesia teachers’ technological pedagogical content knowledge for 21st century learning (TPACK-21CL) through a multi-prong approach. Online Journal of International Education & Business, 3(1), 10-33.

Conference Contribution - Published proceedings: Abstract

Koh, J. (2018). Towards a taxonomy of e-learning strategies for higher education lecturers. Proceedings of the Tertiary Education Research in New Zealand (TERNZ) Conference. Retrieved from http://www.herdsa.org.nz/ternz

Koh, J. H. L. (2018). University lecturers' implementation of blended learning and their learning outcomes: A systematic review. Proceedings of the Higher Education Development Centre (HEDC) Symposium: Celebrating Higher Education. (pp. 16). Retrieved from https://www.otago.ac.nz/hedc

Kan, R., & Koh, J. H. L. (2018). Contextualising ICT-enabled learning experiences in the arts: What performing arts students think. Proceedings of the International Congress for School Effectiveness and Improvement (ICSEI): Deepening School Change for Scaling: Principles, Pathways & Partnerships. Retrieved from https://www.icsei.net/index.php?id=1869

Conference Contribution - Verbal presentation and other Conference outputs

Koh, J. H. L. (2018, January). Creating 21st century learning experiences through online learning with TPACK and design thinking. Plenary presentation at the 8th Biennial Centre for Research in International Education (CRIE) Conference, Auckland, New Zealand.

2017

Journal - Research Article

Thang, F. K., & Koh, J. H. L. (2017). Deepening and transferring twenty-first century learning through a lower secondary Integrated Science module. Learning: Research & Practice, 3(2), 148-162. doi: 10.1080/23735082.2017.1335426

Chai, C. S., & Koh, J. H. L. (2017). Changing teachers’ TPACK and design beliefs through the Scaffolded TPACK Lesson Design Model (STLDM). Learning: Research & Practice, 3(2), 114-129. doi: 10.1080/23735082.2017.1360506

Koh, J. H. L., Chai, C. S., & Lim, W. Y. (2017). Teacher professional development for TPACK-21CL: Effects on teacher ICT integration and student outcomes. Journal of Educational Computing Research, 55(2), 172-196. doi: 10.1177/0735633116656848

Tsai, P.-S., Chai, C. S., Hong, H.-Y., & Koh, J. H. L. (2017). Students’ conceptions of and approaches to knowledge building and its relationship to learning outcomes. Interactive Learning Environments, 25(6), 749-761. doi: 10.1080/10494820.2016.1178653

Chai, C. S., Tan, L., Deng, F., & Koh, J. H. L. (2017). Examining pre-service teachers' design capacities for web-based 21st century new culture of learning. Australasian Journal of Educational Technology, 33(2), 129-142. doi: 10.14742/ajet.3013

Toh, T. K., Koh, J. H. L., & Chai, C. S. (2017). Developing reflective dispositions through collaborative knowledge-building during small group Bible study. International Journal of Christianity & Education, 21(2), 126-145. doi: 10.1177/2056997117694385

Koh, J. H. L. (2017). Designing and integrating reusable learning objects for meaningful learning: Cases from a graduate programme. Australasian Journal of Educational Technology, 33(5), 136-151. doi: 10.14742/ajet.3072

2016

Chapter in Book - Research

Goh, L. I., & Koh, J. H. L. (2016). The use of a corpus-based tool to support teachers’ assessment design: An examination through the lens of TPACK. In L. Lin & R. Atkinson (Eds.), Educational technologies: Challenges, applications and learning outcomes. (pp. 143-162). Nova Science.

Chai, C. S., Koh, J. H. L., & Tsai, C.-C. (2016). A review of the quantitative measures of Technological Pedagogical Content Knowledge (TPACK). In M. C. Herring, M. J. Koehler & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge (TPACK) for educators. (2nd ed.) (pp. 87-106). New York, NY: Routledge. doi: 10.4324/9781315771328

Lim, G. W. P., Ang, P. L., & Koh, J. H. L. (2016). Developing teachers’ Technological Pedagogical Mathematics Knowledge (TPMK) to build students’ capacity to think and communicate in mathematics classrooms. In C. S. Chai, C. P. Lim & C. M. Tan (Eds.), Future learning in primary schools: A Singapore perspective. (pp. 129-146). London, UK: Springer Singapore. doi: 10.1007/978-981-287-579-2_9

Journal - Research Article

Choy, D., Deng, F., Chai, C. S., Koh, H. L. J., & Tsai, P.-S. (2016). Singapore primary and secondary students' motivated approaches for learning: A validation study. Learning & Individual Differences, 45, 282-290. doi: 10.1016/j.lindif.2015.11.019

Koh, J. H. L., & Chai, C. S. (2016). Seven design frames that teachers use when considering technological pedagogical content knowledge (TPACK). Computers & Education, 102, 244-257. doi: 10.1016/j.compedu.2016.09.003

2015

Authored Book - Research

Koh, J. H. L., Chai, C. S., Wong, B., & Hong, H.-Y. (2015). Design thinking for education: Conceptions and applications in teaching and learning. Singapore: Springer, 131p. doi: 10.1007/978-981-287-444-3

Journal - Research Article

Koh, J. H. L., Chai, C. S., Benjamin, W., & Hong, H.-Y. (2015). Technological Pedagogical Content Knowledge (TPACK) and design thinking: A framework to support ICT lesson design for 21st century learning. Asia-Pacific Education Researcher, 24(3), 535-543. doi: 10.1007/s40299-015-0237-2

Koh, J. H. L., Chai, C. S., Hong, H.-Y., & Tsai, C.-C. (2015). A survey to examine teachers’ perceptions of design dispositions, lesson design practices, and their relationships with technological pedagogical content knowledge (TPACK). Asia-Pacific Journal of Teacher Education, 43(5), 378-391. doi: 10.1080/1359866X.2014.941280

Dong, Y., Chai, C. S., Sang, G.-Y., Koh, J. H. L., & Tsai, C.-C. (2015). Exploring the profiles and interplays of pre-service and in-service teachers' technological pedagogical content knowledge (TPACK) in China. Educational Technology & Society, 18(1), 158-169.

Chai, C. S., Deng, F., Tsai, P.-S., Koh, J. H. L., & Tsai, C.-C. (2015). Assessing multidimensional students’ perceptions of twenty-first-century learning practices. Asia Pacific Education Review, 16(3), 389-398. doi: 10.1007/s12564-015-9379-4

Journal - Research Other

Koh, J. H. L., Chai, C. S., & Lee, M.-H. (2015). Technological Pedagogical Content Knowledge (TPACK) for pedagogical improvement: Editorial for special issue on TPACK. Asia-Pacific Education Researcher, 24(3), 459-462. doi: 10.1007/s40299-015-0241-6

Conference Contribution - Published proceedings: Full paper

Koh, J. H. L., Chai, C. S., & Lim, W. Y. (2015). Creating and learning through design: Teacher professional development for 21st century learning. Proceedings of the 9th International Conference for Researching Work and Learning (RWL9). (pp. 627-641). Singapore: Institute for Adult Learning. [Full Paper]

Siew, D. H. K., & Koh, J. H. L. (2015). Understanding the process of military leaders' development as professionals. Proceedings of the 9th International Conference for Researching Work and Learning (RWL9). (pp. 98-115). Singapore: Institute for Adult Learning. [Full Paper]

Conference Contribution - Published proceedings: Abstract

Chai, C. S., Koh, J. H. L., Tan, L., & Tsai, C.-C. (2015). Contextualising Technological Pedagogical Content Knowledge (TPACK) for school leaders' instructional leadership for a new culture of learning. Proceedings of the American Educational Research Association (AERA). Retrieved from http://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2015-Annual-Meeting

2014

Journal - Research Article

Koh, J. H. L., Chai, C. S., & Tay, L. Y. (2014). TPACK-in-Action: Unpacking the contextual influences of teachers’ construction of technological pedagogical content knowledge (TPACK). Computers & Education, 78, 20-29. doi: 10.1016/j.compedu.2014.04.022

Koh, J. H. L., & Chai, C. S. (2014). Teacher clusters and their perceptions of Technological Pedagogical Content Knowledge (TPACK) development through ICT lesson design. Computers & Education, 70, 222-232. doi: 10.1016/j.compedu.2013.08.017

Lee, K., Tsai, P.-S., Chai, C. S., & Koh, J. H. L. (2014). Students' perceptions of self-directed learning and collaborative learning with and without technology. Journal of Computer Assisted Learning, 30(5), 425-437. doi: 10.1111/jcal.12055

Lye, S. Y., & Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12? Computers in Human Behavior, 41, 51-61. doi: 10.1016/j.chb.2014.09.012

Koh, J. H. L., Chai, C. S., & Tsai, C.-C. (2014). Demographic factors, TPACK Constructs, and teachers' perceptions of constructivist-Oriented TPACK. Educational Technology & Society, 17(1), 185-196.

Conference Contribution - Published proceedings: Full paper

Tsai, P.-S., Chai, C. S., Koh, J. H. L., Muhammed Jailani, N. H., & Koh, A. L. H. (2014). Students' conceptions of and approaches to knowledge building: A phenomenographic method. Proceedings of the 22nd International Conference on Computers in Education (ICCE). (pp. 987-992). Retrieved from http://www.apsce.net/icce/icce2014/

Koh, J. H. L., & Chai, C. S. (2014). Characterizing TPACK transformations in the design of school-based pedagogical change. In C.-C. Liu, H. Ogata, S. C. Kong & A. Kashihara (Eds.), Proceedings of the 22nd International Conference on Computers in Education (ICCE). (pp. 858-867). Retrieved from http://www.apsce.net/icce/icce2014/?page_id=1193

2013

Journal - Research Article

Koh, J. H. L., Woo, H.-L., & Lim, W.-Y. (2013). Understanding the relationship between Singapore preservice teachers' ICT course experiences and technological pedagogical content knowledge (TPACK) through ICT course evaluation. Educational Assessment, Evaluation & Accountability, 25(4), 321-339. doi: 10.1007/s11092-013-9165-y

Osman, G., & Koh, J. H. L. (2013). Understanding management students' reflective practice through blogging. Internet & Higher Education, 16(1), 23-31. doi: 10.1016/j.iheduc.2012.07.001

Koh, J. H. L., & Divaharan, S. (2013). Towards a TPACK-fostering ICT instructional process for teachers: Lessons from the implementation of interactive whiteboard instruction. Australasian Journal of Educational Technology, 29(2), 233-247. doi: 10.14742/ajet.97

Liang, J.-C., Chai, C. S., Koh, J. H. L., Yang, C.-J., & Tsai, C.-C. (2013). Surveying in-service preschool teachers' technological pedagogical content knowledge. Australasian Journal of Educational Technology, 29(4), 581-594. doi: 10.14742/ajet.299

Chai, C. S., Koh, J. H. L., & Tsai, C.-C. (2013). A review of technological pedagogical content knowledge. Educational Technology & Society, 16(2), 31-51.

Nair, S. S., Tay, L. Y., & Koh, J. H. L. (2013). Students' motivation and teachers' teaching practices towards the use of blogs for writing of online journals. Educational Media International, 50(2), 108-119. doi: 10.1080/09523987.2013.795351

Koh, J. H. L. (2013). A rubric for assessing teachers' lesson activities with respect to TPACK for meaningful learning with ICT. Australasian Journal of Educational Technology, 29(6), 887-900. doi: 10.14742/ajet.228

Chai, C. S., Chin, C. K., Koh, J. H. L., & Tan, C. L. (2013). Exploring Singaporean Chinese language teachers' technological pedagogical content knowledge and its relationship to the teachers' pedagogical beliefs. Asia-Pacific Education Researcher, 22(4), 657-666. doi: 10.1007/s40299-013-0071-3

Koh, J. H. L., Chai, C. S., & Tsai, C.-C. (2013). Examining practicing teachers' perceptions of technological pedagogical content knowledge (TPACK) pathways: A structural equation modeling approach. Instructional Science, 41(4), 793-809. doi: 10.1007/s11251-012-9249-y

Chai, C. S., Ng, E. M. W., Li, W., Hong, H.-Y., & Koh, J. H. L. (2013). Validating and modelling technological pedagogical content knowledge framework among Asian preservice teachers. Australasian Journal of Educational Technology, 29(1), 41-53. doi: 10.14742/ajet.174

Conference Contribution - Published proceedings: Abstract

Osman, G., & Koh, J. H. L. (2013). What do practicing managers focus on in their reflective blogs? Proceedings of the American Educational Research Association (AERA). Retrieved from http://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2013-Annual-Meeting

Koh, J. H. L., Chai, C. S., Tay, L. Y., & De Yuen, M. (2013). An analysis of school-based technology integration lesson design with the TPACK-in-action framework. Proceedings of the American Educational Research Association (AERA). Retrieved from http://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2013-Annual-Meeting

Conference Contribution - Verbal presentation and other Conference outputs

Chai, C. S., Koh, J. H. L., Tsai, P.-S., Ismail, N., & Rohman, E. (2013, November). Exploring the changes in in-service teachers' perceptions of technological pedagogical content knowledge and efficacy for ICT design thinking. Workshop presentation at the 21st International Conference on Computers in Education (ICCE), Bali, Indonesia.

2012

Journal - Research Article

Tay, L. Y., Lim, S. K., Lim, C. P., & Koh, J. H. L. (2012). Pedagogical approaches for ICT integration into primary school English and mathematics: A Singapore case study. Australasian Journal of Educational Technology, 28(4), 740-754. doi: 10.14742/ajet.838

Chai, C. S., Koh, J. H. L., Ho, H. N. J., & Tsai, C.-C. (2012). Examining preservice teachers' perceived knowledge of TPACK and cyberwellness through structural equation modeling. Australasian Journal of Educational Technology, 28(6), 1000-1019. doi: 10.14742/ajet.807

Conference Contribution - Published proceedings: Full paper

Lee, K., Chai, C. S., & Koh, J. H. L. (2012). Fostering pre-service teachers' TPACK towards student-centered pedagogy. In P. Resta (Ed.), Proceedings of the Society for Information Technology & Teacher Education (SITE) 23rd International Conference. (pp. 3915-3921). Chesapeake, VA: Association for the Advancement of Computing in Education. [Full Paper]

Chai, C. S., Hoe, K. E., Tsai, P.-S., & Koh, J. H. L. (2012). Cultivating knowledge creation capacity for social studies among primary school students: A case narrative [Workshop]. In B. Chang, S. C. Tan, T. Matsui, G. Biswas, L.-H. Wong, T. Hirashima & W. Chen (Eds.), Proceedings of the 20th International Conference on Computers in Education (ICCE). (pp. 716-720). Singapore: National Institute of Education. Retrieved from http://www.apsce.net/index.php

Tsai, P.-S., Chai, C. S., Koh, J. H. L., & Yang, S. J. H. (2012). Examining the relationships between inservice teachers’ technology and nontechnology related knowledge of TPACK [Workshop]. In B. Chang, S. C. Tan, T. Matsui, G. Biswas, L.-H. Wong, T. Hirashima & W. Chen (Eds.), Proceedings of the 20th International Conference on Computers in Education (ICCE). (pp. 258-262). Singapore: National Institute of Education. Retrieved from http://www.apsce.net/index.php

Conference Contribution - Verbal presentation and other Conference outputs

Chai, C. S., Hong, H. Y., Koh, H. L., Miyake, N., Lee, C. B., Quek, C. L., & Reimann, P. (2012, July). Critical aspects in learning with technologies. Verbal presentation at the 10th International Conference of the Learning Sciences, Sydney, Australia.

2011

Journal - Research Article

Chai, C. S., Koh, J. H. L., Tsai, C.-C., & Tan, L. L. W. (2011). Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57, 1184-1193. doi: 10.1016/j.compedu.2011.01.007

Koh, J. H. L. (2011). Computer skills instruction for pre-service teachers: A comparison of three instructional approaches. Computers in Human Behavior, 27, 2392-2400. doi: 10.1016/j.chb.2011.08.002

Chai, C. S., & Koh, J. H. L. (2011). Exploring the factor structure of the constructs of technological, pedagogical, content knowledge (TPACK). Asia-Pacific Education Researcher, 20(3), 595-603.

Koh, J. H. L., & Divaharan, S. (2011). Developing pre-service teachers' technology integration expertise through the TPACK-developing instructional model. Journal of Educational Computing Research, 44(1), 35-58. doi: 10.2190/EC.44.1.c

Conference Contribution - Published proceedings: Full paper

Koh, J. H. L., & Chai, C. S. (2011). Modeling pre-service teachers' technological pedagogical content knowledge (TPACK) perceptions: The influence of demographic factors and TPACK constructs. In G. Williams, P. Statham, N. Brown & B. Cleland (Eds.), Proceedings of the Australasian Society for Computers in Learning in Tertiary Education (ascilite) Conference: Changing Demands, Changing Directions. (pp. 735-746). Retrieved from http://www.ascilite.org/conferences/hobart11/proceedings.php

2010

Journal - Research Article

Teo, T., Tan, S. C., Lee, C. B., Chai, C. S., Koh, J. H. L., Chen, W. L., & Cheah, H. M. (2010). The self-directed learning with technology scale (SDLTS) for young students: An initial development and validation. Computers & Education, 55, 1764-1771. doi: 10.1016/j.compedu.2010.08.001

Teo, T., & Koh, J. H. L. (2010). Assessing the dimensionality of computer self-efficacy among pre-service teachers in Singapore: A structural equation modeling approach. International Journal of Education & Development using Information & Communication Technology, 6(3), 7-18.

Koh, J. H. L., & Frick, T. W. (2010). Implementing autonomy support: Insights from a Montessori classroom. International Journal of Education, 2(2), E3. doi: 10.5296/ije.v2i2.511

Koh, J. H. L., Herring, S. C., & Hew, K. F. (2010). Project-based learning and student knowledge construction during asynchronous online discussion. Internet & Higher Education, 13, 284-291. doi: 10.1016/j.iheduc.2010.09.003

Divaharan, S., & Koh, J. H. L. (2010). Learning as students to become better teachers: Pre-service teachers' IWB learning experience. Australasian Journal of Educational Technology, 26(4), 553-570. doi: 10.14742/ajet.1072

Chai, C. S., Koh, J. H. L., & Tsai, C.-C. (2010). Facilitating preservice teachers' development of technological, pedagogical, and content knowledge (TPACK). Educational Technology & Society, 13(4), 63-73.

Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2010). Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey. Journal of Computer Assisted Learning, 26(6), 563-573. doi: 10.1111/j.1365-2729.2010.00372.x

Conference Contribution - Published proceedings: Full paper

Koh, J. H. L. (2010). Instructor facilitation moves that advance knowledge construction during online discussions. In M. B. Nunes & M. McPherson (Eds.), Proceedings of the International Association for Development of the Information Society (IADIS) Confernece. (pp. 57-61). [Full Paper]

2009

Journal - Research Article

Koh, J. H. L., & Frick, T. W. (2009). Instructor and student classroom interactions during technology skills instruction for facilitating preservice teachers' computer self-efficacy. Journal of Educational Computing Research, 40(2), 211-228. doi: 10.2190/EC.40.2.d

Conference Contribution - Published proceedings: Full paper

Koh, J. H. L. (2009). Scaffolding preservice teachers' use of technology to design teaching-related artifacts. In S. C. Kong, H. Ogata, H. C. Arnseth, T. Hirashima, F. Klett, J. Lee, … S. Yang (Eds.), Proceedings of the 17th International Conference on Computers in Education (ICCE). (pp. 950-954). Retrieved from http://www.apsce.net/icce/icce2009/proceedings.html

2008

Conference Contribution - Verbal presentation and other Conference outputs

Koh, J. (2008, February). Patterns of scaffolding in a technology skills courses for pre-service teachers. Verbal presentation at the Instructional Systems Technology (IST) Conference, Bloombington, IN.

2006

Journal - Research Article

Duffy, S. M., Reigeluth, C. M., Solomon, M., Caine, G., Carr-Chellman, A. A., Almeida, L., … Koh, J., & DeMars, S. (2006). The process of systemic change: Step-up-to-excellence: A protocol for navigating whole-system change in school districts. TechTrends, 50(2), 41-51. doi: 10.1007/s11528-006-7585-y

Koh, J. H. L. (2006). Motivating students of mixed efficacy profiles in technology skills classes: A case study. Instructional Science, 34(5), 423-449. doi: 10.1007/s11251-006-0001-3

Conference Contribution - Published proceedings: Full paper

Koh, J. (2006). Transitioning technology integration strategies from classroom to practice: A case-based instructional model. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of the Society for Information Technology & Teacher Education (SITE) International Conference. (pp. 3471-3476). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/p/22630/

Conference Contribution - Published proceedings: Abstract

Frick, T., Thompson, K., & Koh, J. (2006). Predicting outcomes of systemic change in education. Proceedings of the 29th Association for Educational Communications and Technology (AECT) Annual Meeting. (pp. 70). Retrieved from https://aect.org/aects_annual_convention_proce.php

2005

Conference Contribution - Published proceedings: Full paper

Frick, T., Koh, J., & Thompson, K. (2005). Simulating and stimulating systemic change in education: SimEd Technologies. In M. Simonson & M. Crawford (Eds.), Proceedings of the National Convention of the Association for Educational Communications Technology. (pp. 200-207). Retrieved from https://aect.org/aect_archived_proceedings.php