Daniel Ginting | Educational Research | Digital Education Pioneer Award

Published on by Top Teachers

Digital Education Pioneer Award

Daniel Ginting
Universitas Ma Chung, Indonesia
Daniel Ginting
Affiliation Universitas Ma Chung
Country Indonesia
Google Scholar URAXPqMAAAAJ
Documents 125
Citations 1,053
h-index 18
Subject Area Educational Research
Event Top Teachers Awards
Scopus ID 57192887438
ORCID 0000-0003-4180-127X

Prof. Dr. Daniel Ginting is a Professor of English Language Education at Universitas Ma Chung whose academic work connects language pedagogy, educational technology, teacher development, digital learning, and academic leadership. His documented portfolio encompasses multimedia learning, technology integration, MOOCs, online and blended learning, TPACK, flipped classrooms, digital storytelling, adaptive instruction, and generative artificial intelligence in education. His profile combines teaching practice, scholarly publication, professional development, institutional service, and academic recognition.[1][4]

Abstract

Daniel Ginting’s academic profile reflects sustained engagement with educational technology and English language education. His documented activities include technology-enhanced teaching, digital pedagogy, teacher development, online and blended learning, MOOCs, multimedia learning, digital storytelling, adaptive instruction, and generative AI. His publication record and professional service indicate a research-to-practice orientation in which digital tools are examined in relation to student engagement, knowledge retention, transferability, and student-centered learning. [1]

Keywords

Educational technology; English language education; digital pedagogy; generative AI; digital storytelling; TPACK; MOOCs; blended learning; adaptive instruction; teacher development; academic leadership; student engagement.

Introduction

Daniel Ginting’s academic work is situated at the intersection of language education and technology-mediated learning. His documented professional trajectory includes teaching innovation, teacher training, curriculum development, scholarly reviewing, academic administration, and international professional development. The portfolio indicates a progression from multimedia and technology integration toward contemporary areas including digital storytelling, adaptive learning and generative AI for language teaching.

His scholarly profile records 125 documents, 1,053 citations, and an h-index of 18 as supplied for this recognition profile. These indicators provide a quantitative context for the broader record of publications, books, professional presentations, teaching recognition, and academic service.[4]

Research Profile

Daniel Ginting is identified as a Professor of English Language Education at Universitas Ma Chung and has served in academic leadership and professional-service roles. His documented portfolio includes service as Dean of the Faculty of Language and Arts at Universitas Ma Chung from 2019 to 2023 and President of the Indonesian English Lecturers Association from 2021 onward. He has also undertaken accreditation, teacher-professional-education, research-ethics, curriculum, and quality-related responsibilities.

Core areas of expertise: Educational Technology; Technology-Enhanced Language Learning; Generative AI in Education; Digital and Multimedia Pedagogy; TPACK and Teacher Development; MOOCs and Online Learning; Flipped and Blended Learning; Academic Writing and Assessment.

Research Contributions

Daniel Ginting advances digital pedagogy through research on student engagement, digital storytelling, adaptive instruction, and technology-enhanced learning, demonstrating improved knowledge retention and transfer through storytelling-based educational videos. [2][4]

The documented contribution profile covers several connected strands of educational research and practice:

  • Technology integration in English language teaching and teacher development, including professional training in digital and multimedia applications.
  • Online, blended, hybrid, and MOOC-based learning, particularly in response to changing instructional environments.
  • Digital storytelling and multimedia learning, including research examining retention and transferability of student knowledge. [2][4]
  • Student-centered and adaptive instruction in digitally mediated learning environments. [3][4]
  • Generative AI and artificial intelligence applications for language teaching, student-centered learning, and educational practice.
  • Teacher and lecturer capacity-building through workshops, keynote presentations, curriculum facilitation, and professional development.

His documented teaching-innovation trajectory includes technology-enhanced English teaching activities in 2018, e-learning and multimedia training in 2019, MOOC-related activity in 2020, digitalization and technology-in-education programs in 2021, blended and hybrid learning initiatives in 2022, outcomes-based education curriculum facilitation in 2023, and generative-AI-related educational workshops in 2024.

Publications

Selected publications illustrate the relationship between Daniel Ginting’s research interests and contemporary educational practice. His work addresses student engagement, digital storytelling, knowledge retention and transfer, and adaptive student-centered instruction. These publications provide identifiable scholarly evidence for the technology-integration and digital-pedagogy dimensions of the profile.[4]

  • Ginting, D. (2021). Student engagement and factors affecting active learning in English language teaching. Voices of English Language Education Society, 5(2), 215–228.
  • Ginting, D., Woods, R. M., Barella, Y., Limanta, L. S., Madkur, A., & How, H. E. (2024). The effects of digital storytelling on the retention and transferability of student knowledge. SAGE Open, 14(3).
  • Ginting, D., Sabudu, D., Barella, Y., Madkur, A., Woods, R., & Sari, M. K. (2024). Student-centered learning in the digital age: In-class adaptive instruction and best practices. International Journal of Evaluation and Research in Education, 13(3).

The broader documented publication and teaching-reference portfolio also includes works on digital literacy, multimedia-based online teaching and learning, digital platforms, student engagement in academic writing, and English teaching practices during the COVID-19 crisis. His intellectual-property record includes registered learning-media and educational-innovation works associated with digital teaching and emergency learning models.

Research Impact

The supplied academic metrics indicate 125 documents, 1,053 citations, and an h-index of 18. The profile additionally documents review activity for approximately 40 journals, including outlets in education, technology, learning sciences, and interdisciplinary research. Such service places the research within broader scholarly communication and peer-review networks. [4]

Professional impact is also represented through invited speaking and facilitation engagements. Documented activities include TESOL-related international participation, technology-in-English-teaching sessions, digitalization of English language teaching, digital-skills upgrading, blended and hybrid learning, outcomes-based curriculum development, interdisciplinary teaching and learning, and generative AI for language teaching.

Teaching recognition forms another component of the profile. Documented distinctions include Exemplary Lecturer recognitions at Universitas Ma Chung in 2011, 2023, and 2024, as well as the 2022 Exemplary Lecturer with Best Teaching Method recognition. Earlier international development includes the U.S. Department of State E-Teacher Scholarship Program and a visiting scholar program at the University of Maryland, Baltimore County.

Award Suitability

For the Digital Education Pioneer Award category, the documented profile aligns with several relevant dimensions of technology-enabled teaching and academic leadership:

  • Sustained integration of digital technology into English language teaching, higher education, and teacher development.
  • A research-to-practice trajectory covering multimedia learning, TPACK, MOOCs, flipped and blended learning, digital storytelling, adaptive instruction, and generative AI.
  • Documented teaching recognition, including Exemplary Lecturer and Best Teaching Method distinctions.
  • Capacity-building through workshops, keynote sessions, curriculum facilitation, and professional development programs.
  • Scholarly leadership through peer-reviewed publications, books, intellectual-property registrations, and journal-review service.

On the supplied evidence, the strongest award-alignment argument is the continuity between educational-technology research, classroom implementation, teacher development, and institutional leadership. The profile does not depend on a single digital initiative but on a sustained body of documented academic and professional activity.

Conclusion

Prof. Dr. Daniel Ginting’s documented academic profile presents a sustained engagement with technology-enhanced education, English language teaching, teacher development, and digital pedagogy. His publications, professional service, teaching recognitions, invited presentations, academic leadership, and technology-focused educational initiatives collectively provide a substantial basis for considering his work within a Digital Education Pioneer Award framework. The evidence indicates a career focused on connecting emerging educational technologies with practical teaching and learning needs.

References

  1. Scopus. Scopus author details: Daniel Ginting, Author ID 57192887438. https://www.scopus.com/pages/authors/57192887438
  2. Ginting, D., Woods, R. M., Barella, Y., Limanta, L. S., Madkur, A., & How, H. E. (2024). The effects of digital storytelling on the retention and transferability of student knowledge. SAGE Open, 14(3). DOI: https://doi.org/10.1177/21582440241271267
  3. Ginting, D., Sabudu, D., Barella, Y., Madkur, A., Woods, R., & Sari, M. K. (2024). Student-centered learning in the digital age: In-class adaptive instruction and best practices. International Journal of Evaluation and Research in Education, 13(3). DOI: https://doi.org/10.11591/ijere.v13i3.27497
  4. Google Scholar (n.d.). Daniel Ginting – Citations & h‑index. https://scholar.google.co.id/citations?user=URAXPqMAAAAJ&hl=id
  5. Ginting, D. (2021). Student engagement and factors affecting active learning in English language teaching. Voices of English Language Education Society, 5(2), 215–228. DOI: https://doi.org/10.29408/veles.v5i2.3968

Siwon Kim | Educational Research | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Siwon Kim

British Columbia Institute of Technology, Canada

Siwon Kim
Affiliation British Columbia Institute of Technology
Country Canada
Scopus ID 60540575100
Document 1
Subject Area Educational Research
Event Top Teachers Awards
ORCID 0009-0007-6154-4473

The Innovative Research Award article highlights the academic profile, educational leadership, and scholarly contributions of Siwon Kim, MScN, BScN, RN, Program Head of the Perinatal Nursing Specialty Program at the British Columbia Institute of Technology (BCIT). Her work focuses on nursing education, curriculum development, evidence-based teaching, clinical supervision, and innovations that strengthen clinical decision-making within perinatal nursing education.[1]

Abstract

Siwon Kim is a Canadian nursing educator and academic leader recognized for contributions to perinatal nursing education and evidence-based instructional practice. As Program Head of the Perinatal Nursing Specialty Program at BCIT, Kim has emphasized the integration of clinical reasoning, curriculum innovation, and learner-centered educational strategies. Her scholarly work explores methods for improving clinical decision-making in nursing education, including the use of verbal assessment approaches to address AI-induced illusory competence among learners. These contributions support the preparation of nursing graduates capable of delivering safe, effective, and patient-centered healthcare services.[1][2]

Keywords

Perinatal Nursing, Nursing Education, Clinical Decision-Making, Educational Research, Curriculum Development, Evidence-Based Teaching, Healthcare Education, Clinical Supervision, Artificial Intelligence in Education, Verbal Assessment.

Introduction

The advancement of healthcare education requires innovative instructional strategies that prepare learners for increasingly complex clinical environments. Nursing educators play a central role in fostering critical thinking, clinical competence, and evidence-informed practice. Within this context, Siwon Kim has contributed to the development of educational frameworks that strengthen learning outcomes and enhance professional preparedness among nursing students.[1]

Siwon Kim’s academic and professional activities focus on bridging theoretical instruction with practical clinical application. Her work reflects contemporary educational priorities, including learner engagement, reflective practice, and the responsible integration of emerging technologies into healthcare education.[2]

Research Profile

Siwon Kim serves as Program Head of the Perinatal Nursing Specialty Program at the British Columbia Institute of Technology in Burnaby, British Columbia, Canada. Holding the professional designations MScN, BScN, and RN, she has developed expertise in nursing education, curriculum design, clinical supervision, and mentorship. Her academic activities emphasize evidence-based educational practices that support both learner success and improved patient outcomes.[1]

Her ongoing research project, titled Using verbal assessment to counteract AI-induced illusory competence: an innovation for clinical decision-making in perinatal nursing education, examines how structured verbal assessment techniques may strengthen authentic clinical reasoning while addressing challenges associated with artificial intelligence-assisted learning environments.[2]

Research Contributions

Siwon Kim has contributed to nursing education through a combination of instructional leadership, curriculum innovation, and academic mentorship. Her contributions are characterized by a commitment to strengthening clinical competence among nursing learners while maintaining alignment with evolving healthcare standards.[1]

  • Leadership in perinatal nursing education and specialty program administration.
  • Integration of evidence-based teaching methodologies into nursing curricula.
  • Clinical supervision and mentorship of nursing students and emerging healthcare professionals.
  • Participation in curriculum review and educational quality improvement initiatives.
  • Development of educational approaches supporting clinical reasoning and patient-centered care.

Publications

Siwon Kim’s most significant publication examines verbal assessment as a strategy to reduce AI-induced illusory competence and strengthen clinical decision-making in perinatal nursing education.[2]

The documented scholarly publication associated with Siwon Kim focuses on educational innovation in nursing and the implications of artificial intelligence for learner assessment and clinical reasoning.[2]

  1. Kim, S. (2026). Using verbal assessment to counteract AI-induced illusory competence: An innovation for clinical decision-making in perinatal nursing education. Teaching and Learning in Nursing.

Research Impact

Siwon Kim’s academic contributions have centered on strengthening the quality of nursing education through innovative instructional design and practical clinical learning experiences. Her work supports the preparation of healthcare professionals capable of applying evidence-informed judgment within complex patient-care environments.[1]

The investigation of AI-induced illusory competence within nursing education represents a timely contribution to discussions concerning educational integrity, learner assessment, and the evolving role of artificial intelligence in healthcare training. By examining verbal assessment methodologies, the research contributes to broader conversations regarding authentic competency evaluation in professional education.[2]

Award Suitability

The profile of Siwon Kim demonstrates alignment with the objectives of academic recognition programs that acknowledge innovation, educational leadership, and professional contribution. Her combination of teaching excellence, curriculum development, mentorship, and scholarly engagement reflects sustained dedication to advancing nursing education and healthcare practice.[1]

Particularly notable is her focus on addressing emerging educational challenges associated with artificial intelligence and clinical decision-making, an area of increasing significance within healthcare education. Such work illustrates the application of research-informed strategies to contemporary teaching and learning environments.[2]

Conclusion

Siwon Kim’s professional profile reflects a commitment to excellence in nursing education, clinical mentorship, and educational innovation. Through leadership at the British Columbia Institute of Technology and scholarly work focused on clinical decision-making and assessment practices, she has contributed to the advancement of perinatal nursing education. Her efforts support the development of competent healthcare professionals and demonstrate the value of evidence-based approaches within contemporary educational settings.[1][2]

References

  1. Elsevier. (n.d.). Scopus author details: Siwon Kim, Author ID 60540575100. Scopus. https://www.scopus.com/authid/detail.uri?authorId=60540575100
  2. Kim, S. (2026). Using verbal assessment to counteract AI-induced illusory competence: An innovation for clinical decision-making in perinatal nursing education. Teaching and Learning in Nursing. DOI: https://doi.org/10.1016/j.teln.2026.02.013