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Associate Professor Joyce Koh

BBA (Hons), MSc, PhD

Associate Professor

Email: joyce.koh@otago.ac.nz
Phone: +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, design thinking, e-learning, and instructional design. You are welcome to contact Joyce (joyce.koh@otago.ac.nz) for a chat about your ideas.

Current students

PhD

  • Anushika Kariyawasam - Application of Content and Language Integrated Learning in Teaching English as a Second language in the Context of Tertiary Education
  • Jasbir Singh - Toolkit for university undergraduates to identify, track and develop their authorial voice in argumentative essay writing
  • Soovendran Varadarajan - An exploration of E-Portfolio implementation in the Technical and Vocational Education Training (TVET) institute in Malaysia to improve students’ motivation

Master’s & Postgraduate Certificate

  • Hana' Sha'sha'a – Professional development for information technology teachers on higher-order thinking (HOT) skills
  • Lucy Nguma – Strategies for engaging students in flipped classrooms

Past students

  • 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., & Kan, R. Y. P. (2020). Students’ use of learning management systems and desired e-learning experiences: Are they ready for next generation digital learning environments? Higher Education Research & Development. Advance online publication. doi: 10.1080/07294360.2020.1799949

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

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

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

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

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

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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

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

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

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Journal - Research Article

Koh, J. H. L., & Kan, R. Y. P. (2020). Students’ use of learning management systems and desired e-learning experiences: Are they ready for next generation digital learning environments? Higher Education Research & Development. Advance online publication. doi: 10.1080/07294360.2020.1799949

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

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

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

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., 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.

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

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

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

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

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

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

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

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

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

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.

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

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

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., & 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

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

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.

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

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

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., 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

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

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

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

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

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

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.

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

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

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

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., & 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

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. (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

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

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., 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

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

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