David Hung Wei Loong
David Hung Wei Loong
Professor of Education, National Institute of Education
Verified email at nie.edu.sg - Homepage
TitleCited byYear
Situated cognition, Vygotskian thought and learning from the communities of practice perspective: Implications for the design of web-based e-learning
DWL Hung, DT Chen
Educational Media International 38 (1), 3-12, 2001
4212001
Theories of learning and computer-mediated instructional technologies
D Hung
Educational Media International 38 (4), 281-287, 2001
2392001
Beliefs about teaching and uses of technology among pre‐service teachers
T Teo, CS Chai, D Hung, CB Lee
Asia‐Pacific Journal of Teacher Education 36 (2), 163-174, 2008
2272008
An activity theory approach to research of ICT integration in Singapore schools
CP Lim, D Hang
Computers & Education 41 (1), 49-63, 2003
2032003
Situated cognition and problem-based learning: Implications for learning and instruction with technology
D Hung
Journal of Interactive Learning Research 13 (4), 393-414, 2002
1922002
Design principles for web-based learning: Implications from Vygotskian thought
D Hung
Educational Technology 41 (3), 33-41, 2001
1222001
Maish Nichani. Construtivism and e—learning: Balancing between the individual and social levels of cognition
D Hung
Educational Technology, 3-4, 2001
118*2001
A framework for fostering a community of practice: Scaffolding learners through an evolving continuum
D Hung, TS Chee, JG Hedberg, K Thiam Seng
British Journal of Educational Technology 36 (2), 159-176, 2005
1162005
Activity theory as a framework for project work in learning environments
DWL Hung, AFL Wong
Educational Technology 40 (2), 33-37, 2000
1082000
Activity, apprenticeship, and epistemological appropriation: Implications from the writings of..
DWL Hung
Educational Psychologist 34 (4), 193-205, 1999
1061999
Bringing communities of practice into schools: Implications for instructional technologies from Vygotskian perspectives
D Hung, MR Nichani
International Journal of Instructional Media 29 (2), 171, 2002
852002
Context–process authenticity in learning: implications for identity enculturation and boundary crossing
D Hung, DT Victor Chen
Educational Technology Research and Development 55 (2), 147-167, 2007
832007
Authenticity in learning for the twenty-first century: Bridging the formal and the informal
D Hung, SS Lee, KYT Lim
Educational Technology Research and Development 60 (6), 1071-1091, 2012
792012
From traditional to constructivist epistemologies: A proposed theoretical framework based on activity theory for learning communities
D Hung, SC Tan, TS Koh
Journal of interactive learning research 17 (1), 37-55, 2006
722006
Can a community of practice exist online?
M Nichani, D Hung
Educational Technology, 49-54, 2002
682002
Engaged learning with emerging technologies
D Hung
Springer, 2006
672006
Personalised knowledge representations: the missing half of online discussions
DT Chen, D Hung
British Journal of Educational Technology 33 (3), 279-290, 2002
672002
Learning within the context of communities of practices: A re-conceptualization of tools, rules and roles of the activity system
H David, T Victor
Educational Media International 39 (3-4), 247-255, 2002
542002
Engaged learning: Making learning an authentic experience
D Hung, SC Tan, TS Koh
Engaged learning with emerging technologies, 29-48, 2006
532006
Situated cognition and communities of practice: First-person ‘lived experiences’ vs. third-person perspectives
D Hung, CK Looi, TS Koh
Educational Technology & Society 7 (4), 193-200, 2004
522004
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