크리스토퍼 헨리 랭 사진

크리스토퍼 헨리 랭 | 문과대학 영미인문학과

  • 직급:
    강의전담조교수

소개

Majoring in the field of education, I earned a Master’s degree in 2014 and a PhD in 2017 from Kongju National University. My research agenda focuses on both an instructional perspective as well as learning processes that can help deal with cognitive load issues. I have published papers on informal group work, e-learning instructional design, and the effects of learning strategies within online environments. Currently, I am working on ways in which in-class collaborative group work affects cognitive load levels. From an e-learning perspective, I am investigating learner control and ways of improving online instruction, design, and delivery to better address the needs of online learners. I use much of what I have found in my research as part of my teaching philosophy. I am not only a firm believer of collaborative group work in the classroom, but I am also a big proponent of blended learning where students can make use of multimedia online environments to better comprehend what was taught in the classroom.

학력

  • [2005] 학사 California State Univ. at Long Beach 역사학전공
  • [2014] 석사 공주대학교 교육학과
  • [2017] 박사 공주대학교 교육학과

주요연구분야

Blended learning
Educational technology
Collaborative learning
Instructional design

컨설팅 가능 분야

Education-based research
English education
Research methodologies
Writing development

연구업적

  • 일반논문[20200505] Improving online video lectures: learning challenges created by media
  • 일반논문[20190430] Diversity in Video Lectures: Aid or Hindrance?
  • 일반논문[20190414] How sequencing and fading affects the relationship between intrinsic and germane cognitive loads
  • 일반논문[20190119] The negative impact of media diversity on self-regulated learning strategies and cognitive load
  • 일반논문[20190102] The effects of multimedia video lectures on extraneous load
  • 일반논문[20180917] The relationship between system-provided learner control and maintained situational interest within e-learning courses
  • 일반논문[20180917] The effects of self-regulated learning and cognitive load on beginning to watch and completing video lectures at a cyber-university
  • 일반논문[20180508] The moderating effects of intrinsic load on the relationship between self regulated effort and germane load
  • 일반논문[20180201] The moderating effects of group work on the relationship between motivation and cognitive load
  • 일반논문[20180108] The role of motivation in the use of lecture behaviors in the online classroom
  • 일반논문[20170815] The effects of extraneous load on the relationship between self-regulated effort and germane load within an e-learning environment
  • 일반논문[20170511] The effects of instructional design on student engagement with video lectures at Cyber Universities
  • 일반논문[20170501] The Mediating Effects of Germane Cognitive Load on the Relationship between Instructional Design and Students' Future Behavioral Intention
  • 일반논문[20170418] Video lectures in e-learning: effects of viewership and media diversity on learning, satisfaction, engagement, interest, and future behavioral intention
  • 일반논문[20170404] The effects of lecture diversity on germane load
  • 일반논문[20160701] The Effects of Instructor Control of Online Learning Environments on Satisfaction and Perceived Learning.
  • 일반논문[20160518] Informal cooperative learning in small groups: The effect of scaffolding on participation
  • 일반논문[20160316] The relationship between social presence and critical thinking: Results from learner discourse in an asynchronous learning environment
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