| 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 | 442 | 2001 |
| 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 | 263 | 2008 |
| Theories of learning and computer-mediated instructional technologies D Hung Educational Media International 38 (4), 281-287, 2001 | 261 | 2001 |
| An activity theory approach to research of ICT integration in Singapore schools CP Lim, D Hang Computers & Education 41 (1), 49-63, 2003 | 232 | 2003 |
| 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 | 206 | 2002 |
| Design principles for web-based learning: Implications from Vygotskian thought D Hung Educational Technology 41 (3), 33-41, 2001 | 131 | 2001 |
| Maish Nichani. Construtivism and e—learning: Balancing between the individual and social levels of cognition D Hung Educational Technology, 3-4, 2001 | 129* | 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 | 125 | 2005 |
| Activity theory as a framework for project work in learning environments DWL Hung, AFL Wong Educational Technology 40 (2), 33-37, 2000 | 114 | 2000 |
| Activity, apprenticeship, and epistemological appropriation: Implications from the writings of.. DWL Hung Educational psychologist 34 (4), 193-205, 1999 | 111 | 1999 |
| 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 | 92 | 2007 |
| 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 | 90 | 2002 |
| 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 | 88 | 2012 |
| 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 | 86 | 2006 |
| Personalised knowledge representations: the missing half of online discussions DT Chen, D Hung British Journal of Educational Technology 33 (3), 279-290, 2002 | 71 | 2002 |
| Engaged learning with emerging technologies D Hung Springer, 2006 | 69 | 2006 |
| Engaged learning: Making learning an authentic experience D Hung, SC Tan, TS Koh Engaged learning with emerging technologies, 29-48, 2006 | 69 | 2006 |
| Can a community of practice exist online? M Nichani, D Hung Educational Technology, 49-54, 2002 | 69 | 2002 |
| Differentiating between communities of practices (CoPs) and quasi-communities: can CoPs exist online? D Hung, M Nichani International Journal on e-learning 1 (3), 23-29, 2002 | 57 | 2002 |
| 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 | 56 | 2004 |
