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Yuan-Hsuan Lee & Huang-Yao Hong. (2023) Examining Taiwanese university students’ multimodal multiple text comprehension: individual differences and epistemic prompting. Interactive Learning Environments 31:9, pages 6035-6053.
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Florian Spensberger, Ingo Kollar & Sabine Pankofer. (2022) Effects of Worked Examples and External Scripts on Fallacy Recognition Skills: A Randomized Controlled Trial. Journal of Social Work Education 58:4, pages 622-639.
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Yuan-Hsuan Lee & Huang-Yao Hong. (2022) Preservice teachers’ intention for constructivist ICT integration: implications from their Internet epistemic beliefs and internet-based learning self-Efficacy. Interactive Learning Environments 0:0, pages 1-13.
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Huseyin Bicen & Mobina Beheshti. (2022) Assessing perceptions and evaluating achievements of ESL students with the usage of infographics in a flipped classroom learning environment. Interactive Learning Environments 30:3, pages 498-526.
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Jiun-Yu Wu, Yi-Cheng Hsiao & Mei-Wen Nian. (2020) Using supervised machine learning on large-scale online forums to classify course-related Facebook messages in predicting learning achievement within the personal learning environment. Interactive Learning Environments 28:1, pages 65-80.
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Articles from other publishers (19)
Rusnilawati Rusnilawati, Siti Rahaimah, Mazarul Hasan, Sutama Sutama & Farizky Rahman. (2023) The Implementation of Flipped Learning Model and STEM Approach in Elementary Education: A Systematic Literature Review. European Journal of Educational Research 12:4, pages 1795-1814.
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Hsin-Ming Hsieh & Alex Maritz. (2023) Effects of flipped teaching on entrepreneurship professional student’ learning motivation, self-directed learning, and learning outcome. Contemporary Educational Technology 15:4, pages ep472.
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Liliana Pedraja-Rejas & Carlos Rodríguez-Cisterna. (2023) Habilidades del pensamiento crítico y liderazgo docente: propuesta con perspectiva de género para la formación inicial. Revista Venezolana de Gerencia 28:104, pages 1667-1684.
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Sheng Chen & Shuang Wang. (2023) Promoting Epistemic Growth with Respect to Sustainable Development Issues through Computer-Supported Argumentation. Sustainability 15:14, pages 11038.
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Sonja Breuer, Thomas Scherndl & Tuulia M. Ortner. (2023) Effects of response format on achievement and aptitude assessment results: multi-level random effects meta-analyses. Royal Society Open Science 10:5.
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Chen-Hsuan Liao & Jiun-Yu Wu. (2023) Learning analytics on video-viewing engagement in a flipped statistics course: Relating external video-viewing patterns to internal motivational dynamics and performance. Computers & Education 197, pages 104754.
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Frankie Har & Eric Ho. 2023. The Post-pandemic Landscape of Education and Beyond: Innovation and Transformation. The Post-pandemic Landscape of Education and Beyond: Innovation and Transformation
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Yuan‐Hsuan Lee. (2022)
Beyond online search strategies: The effects of internet epistemic beliefs and different
note‐taking
formats on online multiple document reading comprehension
. Journal of Computer Assisted Learning 38:4, pages 1102-1114.
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Hyojung Jung, Seung Won Park, Hyun Song Kim & Jongchan Park. (2021) The effects of the regulated learning-supported flipped classroom on student performance. Journal of Computing in Higher Education 34:1, pages 132-153.
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Benedecta Indah Nugraheni, Herman Dwi Surjono & Gregorius Punto Aji. (2022) How Can Flipped Classroom Develop Critical Thinking Skills? A Literature Review. International Journal of Information and Education Technology 12:1, pages 82-90.
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Jiun-Yu Wu & Mei-Wen Nian. (2021) The dynamics of an online learning community in a hybrid statistics classroom over time: Implications for the question-oriented problem-solving course design with the social network analysis approach. Computers & Education 166, pages 104120.
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Yu-Sheng Su & Chin-Feng Lai. (2021) Applying Educational Data Mining to Explore Viewing Behaviors and Performance With Flipped Classrooms on the Social Media Platform Facebook. Frontiers in Psychology 12.
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Yuan-Hsuan Lee. (2021) Scaffolding university students' epistemic cognition during multimodal multiple-document reading: The effects of the epistemic prompting and the automated reflection report. The Internet and Higher Education 49, pages 100777.
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Jiun-Yu Wu. (2021) Learning analytics on structured and unstructured heterogeneous data sources: Perspectives from procrastination, help-seeking, and machine-learning defined cognitive engagement. Computers & Education 163, pages 104066.
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Jiun‐Yu Wu. (2020)
The predictive validities of individual
working‐memory
capacity profiles and
note‐taking
strategies on online search performance
. Journal of Computer Assisted Learning 36:6, pages 876-889.
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Y Maryuningsih, T Hidayat, R Riandi & N Y Rustaman. (2020) Profile of information and communication technologies (ICT) skills of prospective teachers. Journal of Physics: Conference Series 1521:4, pages 042009.
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Anika Radkowitsch, Freydis Vogel & Frank Fischer. (2020) Good for learning, bad for motivation? A meta-analysis on the effects of computer-supported collaboration scripts. International Journal of Computer-Supported Collaborative Learning 15:1, pages 5-47.
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Hakan Altinpulluk. 2019. Handbook of Research on Learning in the Age of Transhumanism. Handbook of Research on Learning in the Age of Transhumanism
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Jiun-Yu Wu & Chen Xie. (2018) Using time pressure and note-taking to prevent digital distraction behavior and enhance online search performance: Perspectives from the load theory of attention and cognitive control. Computers in Human Behavior 88, pages 244-254.
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