Citations (74)
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Candace Walkington, Matthew Bernacki, Min Wang, Brooke Istas & Meghan Greene. (2022) Posing mathematics problems about STEM careers: problem quality, scaffolds, and problem solving. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-34.
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Fu-Yun Yu & Chih-Wei Kuo. (2022) A systematic review of published student question-generation systems: Supporting functionalities and design features. Journal of Research on Technology in Education 0:0, pages 1-21.
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Karin Barac, Marina Kirstein & Rolien Kunz. (2021) Using peer review to develop professional competencies: an Ubuntu perspective. Accounting Education 30:6, pages 551-577.
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Xin-Dong Ye, Yi-Hsin Chang & Chiu-Lin Lai. (2019) An interactive problem-posing guiding approach to bridging and facilitating pre- and in-class learning for flipped classrooms. Interactive Learning Environments 27:8, pages 1075-1092.
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Han-Yu Sung, Gwo-Jen Hwang & Ya-Chi Chang. (2016) Development of a mobile learning system based on a collaborative problem-posing strategy. Interactive Learning Environments 24:3, pages 456-471.
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Stuart Ian Boon. (2016) Increasing the uptake of peer feedback in primary school writing: findings from an action research enquiry. Education 3-13 44:2, pages 212-225.
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Stuart Ian Boon. (2015) The role of training in improving peer assessment skills amongst year six pupils in primary school writing: an action research enquiry. Education 3-13 43:6, pages 666-682.
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Y.J. Chang & Y.S. Chang. (2014) Assessing peer support and usability of blogging in hybrid learning environments. Interactive Learning Environments 22:1, pages 3-17.
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Katrina Falkner & NickolasJ.G. Falkner. (2012) Supporting and structuring “contributing student pedagogy” in Computer Science curricula. Computer Science Education 22:4, pages 413-443.
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Articles from other publishers (65)
Ai-Jou Pan, Pao-Nan Chou & Chin-Feng Lai. (2023) Effect of Real-World Problem-Posing Strategy on Engineering College Students’ Cognitive and Affective Skills. IEEE Transactions on Education 66:6, pages 665-672.
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Hiroshi Shigematsu & Shimpei Matsumoto. (2023) Development of Problem Posing Learning Support System of Fill-in-the-Blank C Programs and Evaluation of its Effectiveness空欄補充によるCプログラミング学習課題の作問学習支援システムの開発及び有用性評価. IEEJ Transactions on Electronics, Information and Systems 143:7, pages 701-711.
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Nikahat Mulla & Prachi Gharpure. (2023) Automatic question generation: a review of methodologies, datasets, evaluation metrics, and applications. Progress in Artificial Intelligence 12:1, pages 1-32.
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Andrew Bartlett, Jessica Pace, Angela Arora & Jonathan Penm. (2022) Self-Reflection and Peer-Assessments Effect on Pharmacy Students’ Performance at Simulated Counselling Sessions. Pharmacy 11:1, pages 5.
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Fu-Yun Yu & Wen-Wen Cheng. (2022) Effects of academic achievement and group composition on the quality of student-generated questions and online procedural prompt usage patterns. Research and Practice in Technology Enhanced Learning 17:1.
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Burhanuddin & Mohammad Arsyad Arrafii. (2022) Unfolding the typology and quality of the learner agency practices in the teachers’ implementation of the 2013 curriculum in Indonesia: the normalisation process theory perspective. Asia Pacific Education Review.
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Bernhard Goschlberger, Fabian Dopler & Gabriele Kotsis. (2022) Social Micro-Learning and Student Performance. Social Micro-Learning and Student Performance.
Ika Qutsiati Utami & Wu-Yuin Hwang. (2021) The impact of collaborative problem posing and solving with ubiquitous-decimal app in authentic contexts on math learning. Journal of Computers in Education 9:3, pages 427-454.
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Hiroshi Shigematsu & Shimpei Matsumoto. (2022) Development of Learning Support System with Problem Posing of Fill-in-the-Blank Questions. Development of Learning Support System with Problem Posing of Fill-in-the-Blank Questions.
Taylor Darwin, Candace Walkington & Tiffini Pruitt-Britton. 2022. Handbook of Research on Opening Pathways for Marginalized Individuals in Higher Education. Handbook of Research on Opening Pathways for Marginalized Individuals in Higher Education
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Hasan Ozgur Kapici, Hakan Akcay & Ece Ebrar Koca. (2021) Comparison of the Quality of Written Scientific Arguments in Different Laboratory Environments. International Journal of Science and Mathematics Education 20:1, pages 69-88.
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P V Elizabeth Vinitha & V G Renumol. (2021) A Literature Review on Technology-Based Problem-Posing Strategies in Academia. A Literature Review on Technology-Based Problem-Posing Strategies in Academia.
Solmaz Abdi, Hassan Khosravi, Shazia Sadiq & Gianluca Demartini. (2021) Evaluating the Quality of Learning Resources: A Learnersourcing Approach. IEEE Transactions on Learning Technologies 14:1, pages 81-92.
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Gwo‐Jen Hwang, Hsin Huang, Ruo‐Xuan Wang & Li‐Li Zhu. (2020) Effects of a concept mapping‐based problem‐posing approach on students’ learning achievements and critical thinking tendency: An application in Classical Chinese learning contexts. British Journal of Educational Technology 52:1, pages 374-493.
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David H Smith IV, Qiang Hao, Vanessa Dennen, Michail Tsikerdekis, Bradly Barnes, Lilu Martin & Nathan Tresham. (2020) Towards Understanding Online Question & Answer Interactions and their effects on student performance in large-scale STEM classes. International Journal of Educational Technology in Higher Education 17:1.
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Peter L. Bishay. (2020) Teaching the finite element method fundamentals to undergraduate students through truss builder and truss analyzer computational tools and student‐generated assignments mini‐projects. Computer Applications in Engineering Education 28:4, pages 1007-1027.
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Gwo-Jen Hwang, Di Zou & Jiang Lin. (2020) Effects of a multi-level concept mapping-based question-posing approach on students’ ubiquitous learning performance and perceptions. Computers & Education 149, pages 103815.
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Shao-Chen Chang, Ting-Chia Hsu & Morris Siu-Yung Jong. (2020) Integration of the peer assessment approach with a virtual reality design system for learning earth science. Computers & Education 146, pages 103758.
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George Kalmpourtzis. (2019) Developing kindergarten students’ game design skills by teaching game design through organized game design interventions. Multimedia Tools and Applications 78:14, pages 20485-20510.
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Rebecca Grainger, Wei Dai, Emma Osborne & Diane Kenwright. (2018) Medical students create multiple-choice questions for learning in pathology education: a pilot study. BMC Medical Education 18:1.
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Nuttaphat Arunoprayoch, Chih-Hung Lai, Pham-Duc Tho, Jing-San Liang & Jie-Chi Yang. (2018) Effects of Question Types on Engagement and Performance of Programming Learning for Non-computer Science Majors. Effects of Question Types on Engagement and Performance of Programming Learning for Non-computer Science Majors.
Chih-Wei Kuo & Fu-Yun Yu. (2018) Difficulties of Multiple-choice Question-Generation Encountered by Elementary Students in Social Studies: A Case Study. International Journal of Information and Education Technology 8:4, pages 259-266.
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Yuta Miki & Tomoko Kojiri. 2018. Transactions on Engineering Technologies. Transactions on Engineering Technologies
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Candace Walkington & Carole A. Hayata. (2017) Designing learning personalized to students’ interests: balancing rich experiences with mathematical goals. ZDM 49:4, pages 519-530.
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Chih-Hung Lai, Pham-Duc Tho & Jing-San Liang. (2017) Design and Evaluation of Question-Generated Programming Learning System. Design and Evaluation of Question-Generated Programming Learning System.
Dmytro Babik, Rahul Singh, Xia Zhao & Eric W. Ford. (2015) What you think and what I think: Studying intersubjectivity in knowledge artifacts evaluation. Information Systems Frontiers 19:1, pages 31-56.
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Candace Walkington & Matthew Bernacki. (2015) Students authoring personalized “algebra stories”: Problem-posing in the context of out-of-school interests. The Journal of Mathematical Behavior 40, pages 171-191.
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Kazuaki Kojima, Kazuhisa Miwa & Tatsunori Matsui. (2015) Experimental study of learning support through examples in mathematical problem posing. Research and Practice in Technology Enhanced Learning 10:1.
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Chiu-Lin Lai & Gwo-Jen Hwang. (2015) An interactive peer-assessment criteria development approach to improving students' art design performance using handheld devices. Computers & Education 85, pages 149-159.
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Toshihiro Hayashi, Shimpei Nakagawa, Takuya Kishimoto, Yuji Hirai, Kazuhiro Ura, Rihito Yaegashi, Hiroshi Murai & Hiroyuki Tarumi. (2015) Active S-quiz: An intelligent educational system for basic knowledge learning by question-posing. Active S-quiz: An intelligent educational system for basic knowledge learning by question-posing.
Orhan Ercan. (2014) THE EFFECTS OF MULTIMEDIA LEARNING MATERIAL ON STUDENTS’ ACADEMIC ACHIEVEMENT AND ATTITUDES TOWARDS SCIENCE COURSES. Journal of Baltic Science Education 13:5, pages 608-621.
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Ching Chang & Chih-Kai Chang. (2014) Developing students' listening metacognitive strategies using online videotext self-dictation-generation learning activity. The EuroCALL Review 22:1, pages 3.
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Susan M. Rhind & Graham W. Pettigrew. (2012) Peer Generation of Multiple-Choice Questions: Student Engagement and Experiences. Journal of Veterinary Medical Education 39:4, pages 375-379.
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Yu-Feng Lan, Pin-Chuan Lin & Chun-Ling Hung. (2013) An Approach to Encouraging and Evaluating Learner's Knowledge Contribution in Web-Based Collaborative Learning. Journal of Educational Computing Research 47:2, pages 107-135.
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Jingyan Lu & Zhidong Zhang. (2012) Understanding the Effectiveness of Online Peer Assessment: A Path Model. Journal of Educational Computing Research 46:3, pages 313-333.
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Kuo-En Chang, Lin-Jung Wu, Sheng-En Weng & Yao-Ting Sung. (2012) Embedding game-based problem-solving phase into problem-posing system for mathematics learning. Computers & Education 58:2, pages 775-786.
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Fu-Yun Yu & Chun-Ping Wu. (2011) Different identity revelation modes in an online peer-assessment learning environment: Effects on perceptions toward assessors, classroom climate and learning activities. Computers & Education 57:3, pages 2167-2177.
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Steven Bottomley & Paul Denny. (2011) A participatory learning approach to biochemistry using student authored and evaluated multiple‐choice questions. Biochemistry and Molecular Biology Education 39:5, pages 352-361.
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Amy L. Pittenger & Jody L. Lounsbery. (2011) Student-Generated Questions to Assess Learning in an Online Orientation to Pharmacy Course. American Journal of Pharmaceutical Education 75:5, pages 94.
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Marjo van Zundert, Dominique Sluijsmans & Jeroen van Merriënboer. (2010) Effective peer assessment processes: Research findings and future directions. Learning and Instruction 20:4, pages 270-279.
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Fu-Yun Yu & Yu-Hsin Liu. (2009) Creating a psychologically safe online space for a student-generated questions learning activity via different identity revelation modes. British Journal of Educational Technology 40:6, pages 1109-1123.
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Yao-Jen Chang, Yao-Sheng Chang & Chu-Hui Chen. (2008) Assessing Peer Support and Usability of Blogging Technology. Assessing Peer Support and Usability of Blogging Technology.
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