https://orcid.org/0000-0002-7884-433X
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Luis Ramírez-Donoso, Mar Pérez-Sanagustín, Andrés Neyem, Carlos Alario-Hoyos, Isabel Hilliger & Felipe Rojos. (2023) Fostering the use of online learning resources: results of using a mobile collaboration tool based on gamification in a blended course. Interactive Learning Environments 31:3, pages 1564-1578.
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Yanxia Yang & Xiangling Wang. (2023) Predicting student translators’ performance in machine translation post-editing: interplay of self-regulation, critical thinking, and motivation. Interactive Learning Environments 31:1, pages 340-354.
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Liang Yu, Nan Zhao & Duqing Zhao. (2022) An empirical study on the influencing factors of learning resource sharing in teacher learning cyberspace. Interactive Learning Environments 0:0, pages 1-13.
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Rong Luo & Yijin Wang. (2023) Enjoyment, boredom, and perceived effectiveness of learners in language MOOCs: the mediating effect of self-regulated learning. Frontiers in Psychology 14.
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Jiahui Du, Khe Foon Hew & Liuyufeng Li. (2023) Do Direct and Indirect Recommendations Facilitate Students’ Self-Regulated Learning in Flipped Classroom Online Activities? Findings from Two Studies. Education Sciences 13:4, pages 400.
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Ünal Çakiroğlu & Mücahit Öztürk. (2023) Microanalytic evaluation of students’ self-regulated learning in flipped EFL instruction. Journal of Computing in Higher Education.
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Christian Giang, Thiemo Wambsganss & Tanja Käser. (2023) Maschinelles Lernen zur Förderung von höheren Kompetenzen. Lernen und Lernstörungen 12:2, pages 67-81.
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Min Young Doo, Curtis J. Bonk & Heeok Heo. (2023) Examinations of the relationships between self-efficacy, self-regulation, teaching, cognitive presences, and learning engagement during COVID-19. Educational technology research and development 71:2, pages 481-504.
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Shuqiong Luo & Zhengdong Gan. (2022) Validation of a Measure of Flipped English Learning Readiness and Examination of Its Relationships With Instructional Practices, Learning Self-Efficacy, and Learning Beliefs. Frontiers in Psychology 13.
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Ching-Yi Chang, Patcharin Panjaburee, Hui-Chen Lin, Chiu-Lin Lai & Gwo-Haur Hwang. (2022) Effects of online strategies on students’ learning performance, self-efficacy, self-regulation and critical thinking in university online courses. Educational technology research and development 70:1, pages 185-204.
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Sunyoung Park & Nam Hui Kim. (2021) University students’ self-regulation, engagement and performance in flipped learning. European Journal of Training and Development 46:1/2, pages 22-40.
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V. S. Giita Silverajah, Su Luan Wong, Anandraj Govindaraj, Mas Nida Md. Khambari, Rahmita Wirza Binti O. K. Rahmat & Ann Rosnida Mohd Deni. (2022) A Systematic Review of Self-Regulated Learning in Flipped Classrooms: Key Findings, Measurement Methods, and Potential Directions. IEEE Access 10, pages 20270-20294.
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Jiahui Du, Khe Foon Hew, Chengyuan Jia & Liuyufeng Li. 2022. Blended Learning: Engaging Students in the New Normal Era. Blended Learning: Engaging Students in the New Normal Era
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Xuehong Yin. (2021) The Interplay of EFL Students’ Enjoyment, Hope, Pride and Self-Regulation. Frontiers in Psychology 12.
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Theerapong Binali, Chin-Chung Tsai & Hsin-Yi Chang. (2021) University students’ profiles of online learning and their relation to online metacognitive regulation and internet-specific epistemic justification. Computers & Education 175, pages 104315.
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Saleh Alhazbi & Mahmood A. Hasan. (2021) The Role of Self-Regulation in Remote Emergency Learning: Comparing Synchronous and Asynchronous Online Learning. Sustainability 13:19, pages 11070.
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Feng Hsu Wang. (2021) Interpreting log data through the lens of learning design: Second-order predictors and their relations with learning outcomes in flipped classrooms. Computers & Education 168, pages 104209.
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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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David C.D. van Alten, Chris Phielix, Jeroen Janssen & Liesbeth Kester. (2020) Self-regulated learning support in flipped learning videos enhances learning outcomes. Computers & Education 158, pages 104000.
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Kun‐Hung Cheng & Chin‐Chung Tsai. (2020) Students’ motivational beliefs and strategies, perceived immersion and attitudes towards science learning with immersive virtual reality: A partial least squares analysis. British Journal of Educational Technology 51:6, pages 2140-2159.
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J. Julia, Nurul Afrianti, Kamal Ahmed, Tedi Supriyadi, Dewi Dolifah, I. Isrokatun, E. Erhamwilda & Dedah Ningrum. (2020) Flipped Classroom Educational Model (2010-2019): A Bibliometric Study. European Journal of Educational Research 9:4, pages 1377-1392.
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Yang Tzu-Chi. (2020) Impacts of Observational Learning and Self-regulated Learning Mechanisms on Online Learning Performance: A Case Study on High School Mathematics Course. Impacts of Observational Learning and Self-regulated Learning Mechanisms on Online Learning Performance: A Case Study on High School Mathematics Course.
Xieling Chen, Di Zou, Gary Cheng & Haoran Xie. (2020) Detecting latent topics and trends in educational technologies over four decades using structural topic modeling: A retrospective of all volumes of Computers & Education. Computers & Education 151, pages 103855.
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