Associate Professor Joyce Koh, Our people, Higher Education Development Centre, University of Otago, New Zealand

BBA (Hons), MSc, PhD

Associate Professor

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

About Joyce

Joyce Koh Photo

I am an Associate 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

Anushika Kariyawasam – Therapeutic scaffolding for underachieving English as a second language student
Dao Thi Hong Van – Factors underlying online teaching effectiveness
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' Sha'sha'a – 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
Hana Olson – Team-based inter-professional education in Dentistry

Past students

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 Samoa 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

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Publications

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. Advance online publication. doi: 10.1007/s40841-023-00287-2

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

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

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.

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

Authored 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

Edited 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

Chapter in Book - Research

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

Chapter in Book - Research

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

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

Chapter in Book - Research

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

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

Chapter in Book - Research

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

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.

Chapter in Book - Research

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

Chapter in Book - Research

Journal - Research Article

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 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

Journal - Research Article

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

Journal - Research Article

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

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 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 Article

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 - Research Article

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

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

Journal - Research Article

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

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.

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

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

Journal - Research Article

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

Journal - Research Article

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

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

Journal - Research Article

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

Journal - Research Article

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 Article

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.

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

Journal - Research Article

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

Journal - Research Article

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

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

Journal - Research Article

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.

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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.

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

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

Journal - Research Article

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

Journal - Research Article

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