Introduction | Vita |  Previous Work | Degrees | Journal publications | Chapters | Presentations | Teaching | Activities | Projects | Awards | Hobbies
 
Allan C. Jeong
Associate Professor

Dept. of Educational Psychology & Learning Systems
Instructional Systems Program
Florida State University
Stone Building Room 3205E
Tallahassee FL 32306-4453
Email: ajeong@fsu.edu

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Key Interests: distance learning, computer-supported collaborative learning, online discourse, argumentation and critical thinking, interaction analysis, learner analytics


Introduction
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Since joining the Instructional Systems program in 2001, I have been developing software tools to visualize and map learning and discourse processes observed in computer-mediated communication and collaborative learning environments. These tools provide a means to quantiatively measure, test, and identify sequential patterns in students' behaviors and actions. The goal is to create visual analytic tools that enable us to identify how specific interventions influence and change the learning process, and to identify how and which resulting processes promote and hinder learning.

The tools I have developed to conduct my earlier studies have culminated into two software programs, ForumManagerDiscussion Analysis Tool. My paper, "A Guide to Analyzing Message-Response Sequences and Group Interaction Patterns in Computer-Mediated Communication", presents an indepth discussion of how I have used these 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. 

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 for creating and assessing concept and/or causal maps (video demo). This application can be used to study the interplay between argumentative discourse and causal modeling/understanding. Using both the jMAP and DAT software together enables us to use sequential analysis to computationally model and study how specific processes of argumentation affect and change learners' causal diagrams and causal understanding.

| Vita | Research statement | Teaching statement | Service statement | Outside review letters |

Employment History (1992 - 2001)

2008 - current  Associate Professor in the Instructional Systems Program, Department of Educational Psychology and Learning Systems, Florida State University

2001 - 2007  Assistant professor 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)
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Master'S Degree in Educational Psychology, University of Wisconsin - Madison (1996)
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Bachelor Degree in Psychology, University of Illinois Champaign-Urbana (1988)


Invited Book Chapters

Jeong, A. C. (2014). Sequentially analyzing and modeling causal mapping processes that produce high versus low causal understanding. In Ifenthaler, D., & Hanewald, R. (Eds.), Digital Knowledge Maps in Education: Technology Enhanced Support for Teachers and Learners (pp. 239-252). Springer, New York NY.

Jeong, A. C. (2013). Chapter 15: Interaction and communication II - quantitative investigations. In Olaf Zawacki-Richter, & Terry Anderson (Eds.), Online Distance Education - Towards a Research Agenda (pp. 11). Athabasca University Press, Edmonton, Canada.


Jeong, A. (2012). A sequential analysis of team communications and effects on team performance. In G. Tenenbaum, R. Eklund & A. Kamata (Eds.), Handbook of measurement in sport and exercise psychology. Champaign, IL: Human Kinetics.

Shute, V. J., & Jeong, A., C., & Zapata-Rivera, D. (in press). Using flexible belief networks to assess mental models. In B. B. Lockee, L. Yamagata-Lynch, and J. M. Spector (Eds.), Instructional Design for Complex Learning. New York, NY: Springer. 

Jeong, A., Clark, D., Sampson, V. & Menekse, M. (2011). Sequential analysis of scientific argumentation in asynchronous online discussion environments. In S. Puntambekar, G. Erkens, C. Hmelo-Silver (Eds.), Analyzing Interactions in CSCL Methods, Approaches and Issues: Computer-Supported Collaborative Learning Series, 12, 207-234. New York: Springer.

Jeong, A. (2010). Assessing change in learners’ causal understanding using sequential analysis and causal maps. In Shute, V. J. & Becker, B. J. (Eds.) Innovative assessment for the 21st century: Supporting educational needs, 187-206. New York: Springer-Verlag. [ chapter 11 ]

Shute, V. J., Masduki, I., Donmez, O., Kim, Y. J., Dennen, V. P., Jeong, A. C., & Wang, C-Y. (2010). Assessing key competencies within game environments. In D. Ifenthaler, P. Pirnay-Dummer, N. M. Seel (Eds.), Computer-based diagnostics and systematic analysis of knowledge (pp. 281-309). New York, NY: Springer-Verlag. [ view

Shute, V., Jeong, A. , Spector, M. Seel, N. & Johnson, T. (2009). Model-based methods for assessment, learning, and instruction: Innovative educational technology at Florida State University. Educational Media and Technology Yearbook, 34, 61-79. [ view ]
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Journal Articles
Refereed Journals
Jin, L., & Jeong, A. (2013). Learning achieved in structured online debates: Levels of learning and types of postings. Instructional Science, 41(6), 1141-1152.

Jeong, A. & Lee, W.J. (2012). Developing causal understanding with causal maps: The impact of total links, temporal flow, and lateral position of outcome nodes. Educational Technology, Research and Development, 60(2), 325-340. (ISI journal, 14% acceptance rate, impact factor = 1.0)

Jeong, A. (in review). Varying the number of required postings versus posting days: Promoting student interaction and sustained discourse in online discussions. Submitted 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.
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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) [ article ] [ manuscript ]
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) [ article ] [manuscript ]
.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) [ article ]  Winner of the JDE Editor's AwardSubmitted 8/3 accepted 12/22 4mo19days
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Jeong, A. & Juong, Sunyoung (April 2007). Scaffolding Collaborative Argumentation in Asynchronous Discussions with Message Constraints and Message Labels. Computers & Education, 48, 427-445. [article ] (10% acceptance rate,ISI journal,impact factor=.968)
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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. [ article ] (8% acceptance rate, ISI journal, impact factor=.364)
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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) [ article ] [ paper ]
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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) [ article ]
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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) [ article ]
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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) [ 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). [article(30% acceptance rate)
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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) [ article ]
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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) [ article ]
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Lehrer, R., Mihwa, L. & Jeong, A. (1999). Reflective teaching of Logo. Journal of the Learning Science, 8(2),245-89.
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Jeong, A. (1996). The structure of group discussions in online chats. Journal of Visual Literacy, 16(1), 51-63. [ article ]

 
Non-Refereed Journal Articles
Howles, L. & Jeong, A. (2009). Learning styles and the design of e-learning: What the research says. Online Classroom: Ideas for effective online instruction, 1-3.

Encyclopdia Entries
Jeong, A. C. (2012). Discourse in Asynchronous Learning Networks. In Norbert Seel (Ed.), Encyclopedia of the Sciences of Learning (p. 340). Springer.

Jeong, A. C. (in press). Asynchronous learning networks. In J. M. Spector, T. Johnson, D. Ifenthaler, W. Savenye, & M. Wang (Eds.), Encyclopedia of Educational Technology. Thousand Oaks, CA.


Conference Presentations & Proceedings
Conference Proceedings
Jeong, A. C., & Shin, H. S. (2013). The sequential analysis, modeling and visualization of collaborative causal mapping processes and effects on causal understanding. In G. Stahl (Ed.), Computer-Supported Collaborative Learning (pp. 248-255). Madison WI. Retrieved from http://www.isls.org/cscl2013

Lee, W. J & Jeong, A. (2011). A path analysis of online discussion behaviors and their impact on quality of posting in online debates. Proceedings of the 2011 Korean Society for Educational Technology International Conference, Seoul, South Korea, 145-150. 

Lee, W. J., & Jeong, A. (2010). The relationship between accuracy and attributes in students’ causal diagrams, total links, temporal flow, and node positions. Proceedings of the 2010 Association for Educational Communications and Technology conference, Anaheim, CA., 1, 146-155. [ paper ]

Lee, W. J., Puspitasari, K. A., Kim, H. Y., & Jeong, A. (2010). The The effects of guided inquiry questions on students’ critical thinking skills and satisfaction in online argumentation. Proceedings of the 2010 Association for Educational Communications and Technology conference, Anaheim, CA., 1, 156-162. [ paper ]


Refereed Conferences

Heeter, P. & Jeong, A. (2012). The sequential analysis of individual versus collaborative writing processes in Wikis. Paper presented at the 2012 American Educational Research Association conference, Vancouver, B.C.

Jeong, A. & Lee, W.J. (2011). Exploring the effects of causal mapping procedures on causal understanding.
Paper presented at the 2011 Association of Educational Communications and Technology conference, Jacksonville, FL.

Jeong, A., Lee, H. & Pan, J. (2011). The effects of writing skills on student interactions in online debates. Paper presented at the 2011 Association of Educational Communications and Technology conference, Jacksonville, FL.

Lee, W..J. & Jeong, A. (2011). Sequential analysis of causal map drawing behaviors.
Paper presented at the 2011 Association of Educational Communications and Technology conference, Jacksonville, FL.

Jin, L. & Jeong, A. (2011). Learning exhibited in structured online debates: Levels of learning and types of constraints.
Paper presented at the 2011 Association of Educational Communications and Technology conference, Jacksonville, FL.

Lee, W. J & Jeong, A. (May, 2011). A path analysis of online discussion behaviors and their impact on quality of posting in online debates. Paper presented at the 2011 Korean Society for Educational Technology International Conference, Seoul, South Korea. 

Jeong, A., Lee, W. J., & Kim, H.Y. (2011). A path analysis of online discussion behaviors and their impact on quality of posting in online debates. Paper accepted at the American Educational Research Association conference, New Orleans, LA. [ paper ]

Jeong, A., & Lee, W. J. (2011). Teaching causal understanding with causal maps: A regression analysis of accuracy, total links, temporal flow, and outcome node positions. Paper presented at the American Educational Research Association conference, New Orleans, LA.

Lee, W. J., & Jeong, A. (2010). The relationship between accuracy and attributes in students’ causal diagrams, total links, temporal flow, and node positions. Paper presented at the Association for Educational Communications and Technology conference, Anaheim, CA.. [ paper ]

Kim, H.Y., & Jeong, A. (2010). Exploring behavioral indicators of learner motivation in online argumentation. Paper presented at the Association for Educational Communications and Technology conference, Anaheim, CA..

Lee, W. J., Puspitasari, K. A., Kim, H.Y., & Jeong, A. (2010). The effects of guided inquiry questions on students’ critical thinking skills and satisfaction in online argumentation. Paper presented at the Association for Educational Communications and Technology conference, Anaheim, CA..

Jeong, A. (2009). Triggering critical discourse and changes in causal models with visually superimposed comparisons of individual vs. aggregated models. Paper presented at the 2009 Americal Educational Research Association conference, San Diego, CA.

Jeong, A. & Shute, V. (2009). Visually comparing and assessing changes in students' concept maps: New software tools and methods. Paper presented at the 2009 Association of Educational Communications and Technology conference in Louisville, KY. [ powerpoint ]

Jin, L. & Jeong, A. (2009). The effects of structured online debates on learning. Presented at The 15th Sloan-C International Conference on Online Learning, FL: Orlando, Oct. 

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

Jeong, A. (2008). Assessing skills in scientific inquiry, argumentation, and causal modeling. Paper presented at the 2008 American Educational Research Association conference for the Technology, Instructional, Cognition and Learning (TICL) Symposia, 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. [ jmap ]

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. [ paper ]
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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.
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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]
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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]
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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.
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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]
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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.
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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]
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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]
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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.
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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.
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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.
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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.
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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.
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Jeong, A. (November, 2002). Scaffolding and Assessing the Critical Thinking Process in Distance Learning. Paper presented at the Florida Educational Research Association, Gainesville FL.
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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.
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Jeong, A. (2000). Facilitating Online Discussion. 16th Annual Conference on Distance Teaching & Learning, Madison WI, August 2000.
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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.
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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.
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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.

Refereed Symposia
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.


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
Howles, L. & Jeong, A. (2009). Learning Styles: Facts and folklore in e-learning. Webinar presentation with Magna Publications, Madison WI. [ supplemental resources ]

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.
 

Computer Software Development
Jeong, A. (2008).  jMAP. Retrieved on April 5, 2008 http://bit.ly/jmaptool. Excel program for creating, superimposing, and comparing individual, expert, and collective group maps to visually and quantitatively measure progressive changes in causal links over time.

Jeong, A. (2005). Discussion Analysis Tool. Retrieved on August 12, 2005 from http://myweb.fsu.edu/ajeong/dat. Excel program for sequentially analyzing events (e.g., dialog moves in online discussions) and constructing transitional state diagrams to visually identify patterns in event sequences.

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.
 

Thesis Papers
Jeong, A. (2001). Dissertation "A sequential analysis of critical thinking in online discussions" 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. [ dissertation ]

Jeong, A. (1996). The effects of computer simulation/modeling, direct manipulation and dynamically linked multiple representations. Master's thesis completed at the University of Wisconsin - Madison under the direction of Dr. Richard Lehrer and committee members Dr. Sharon Derry and Dr. Joel Levin. [ thesis ]


Grants & Awards

Honorary Awards
2007 The Journal of Distance Education Editors' Award for  excellence in research in distance education
Contracts & Grants Funded
2010 Awarded the COFRS grant in the amount of $14000 from the Council on Research and Creativity (CRC) at Florida State University for developing the jMap causal mapping software and conducting research on causal mapping process.

2007 Awarded summer funding to develop a research grant proposal from the Center for Educational Research and Policy Studies (CERPS), Florida State University

2006 CORE research funding for course buyout in Spring 2006 semester.

2005 CORE research grant received in January for one course release during Spring 2005 semester to conduct research and prepare manuscripts for review and publication.
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2003 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.

2002 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.


Contracts & Grants Pending

2010 PI - David Jonassen, Co-PI Allan Jeong, Valerie Shute. Causalometer: Modeling Multiple Dimensions of Causality, NSF IES (work in progress)

2010 PI- Linday Hayes, Co-PIs Allan Jeong, Rose Pringle, Paul Fishwick, Greg Kiker, Rafa Munoz-Carpena. Science to Systems to Sustainability (S3 Cyber-Enabled Water Conflict Resolution), NSF ITEST - $1,411,313 (proposal rejected)

2007 PI - Allan Jeong. Building Process-Oriented Models to Assess and Support Critical Thinking and Argumentation in Computer-Supported Collaborative Environments, NSF CAREER $478,238 (proposal rejected)

2006 PI - Allan Jeong. Building Process-Oriented Models to Assess and Support Critical Thinking in Computer-Supported Collaborative Environments, NSF CAREER $468,014 (proposal rejected)

2004 PI - Allan Jeong. The Effects of Group Interaction Patterns on Student Performance in Computer-Supported Collaborative Argumentation, NSF ROLE $159,221 (proposal rejected)

2004 PI - Allan Jeong. Developing Computational Models of Collaborative Argumentation by Measuring the Effects of Communication Styles on Interaction Patterns in Computer-Mediated Communications, NSF AICS $499,580 (proposal rejected)
 

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)
Last updated: Nov. 11, 2014

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