My research agenda has resulted from my experiences in teaching and learning. I am particularly interested in how technology use, technology integration and distance education impact trends and issues in education as well as the impact in developing my own personal teaching strategies.

The fundamental theoretical background of my teaching and research is based on constructivist approach of teaching and learning: "learning by doing." In theory, students construct their own understanding and learning by doing themselves. They get more involved when learning project-based, hands-on activities, take ownership in their work and are responsible for their learning. Therefore, in an authentic environment, learning becomes meaningful for students. The role of technology is a catalyst in implementing and accomplishing the theoretical concept into the authentic learning environment. I have designed my classes and curriculum based on the constructivist approach through developing for better implementation of the theoretical concepts into curriculum.

As a self-reflected teacher and researcher, I will continually observe my classes and my students to learn about what successes they would make and what difficulties the students and myself would have encounter. My research will be ongoing process focusing on the process of learning, developing, and improving teaching and learning strategies especially for technology integration, web-based projects, and distance education. My research methods will be performing with participant observation, informal/formal interviews, self-reflected journals, artifacts, and projects.

Following is a list of my research interest topics:
 

Authentic Learning Environment

Partnership with communities: have my students get involved in real-life/ world situation

Collaborative projects

Locus of control (Sharing authority and controlship with students/ learners)

Designing issues in instruction, project, and curriculum.

Assessment (with various way of evaluation) - development

Process of change/ conceptual change: how successful and how students and teachers have difficulties in adapting new concepts and methods in teaching and learning with technology