Search results for author:"Lin Zhang"
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“Hands-on” plus “inquiry”? Effects of withholding answers coupled with physical manipulations on students' learning of energy-related science concepts
Learning and Instruction Vol. 60, No. 1 (April 2019) pp. 199–205
A recent discussion on science teaching has been focusing on questions of whether it is necessary to withhold answers from learners until inquiry activities are completed and whether learners develop high-level science learning when they are...
A Meta-Analysis Method to Advance Design of Technology-Based Learning Tool: Combining Qualitative and Quantitative Research to Understand Learning in Relation to Different Technology Features
Journal of Science Education and Technology Vol. 23, No. 1 (February 2014) pp. 145–159
Educators design and create various technology tools to scaffold students' learning. As more and more technology designs are incorporated into learning, growing attention has been paid to the study of technology-based learning tool. This paper...
International Journal of Emerging Technologies in Learning (iJET) Vol. 11, No. 4 (Apr 05, 2016) pp. 114–119
The development of information technology at the end of the 20th century fundamentally transformed people’s daily lives and greatly influenced education as well, actually not all the undergraduate students of translation have the skills to access,...
Learning and Instruction Vol. 49, No. 1 (June 2017) pp. 232–241
There is a well-established relation between overall level of spatial ability and mathematics competence: people who are stronger in the former perform better on tests of the latter. However, does the rate of growth in spatial ability also matter?...
A Hierarchical Teaching Mode of College Computer Basic Application Course Based on K-means and Improved PSO Algorithm
International Journal of Emerging Technologies in Learning (iJET) Vol. 11, No. 10 (Oct 27, 2016) pp. 53–58
As different students have different basics in learning College Computer Basic Application Course, so uniform teaching methods and curriculum cannot satisfy the needs of all of the students. To address this problem, an algorithm of student...
Turkish Online Journal of Distance Education Vol. 13, No. 2 (April 2012) pp. 226–241
K-12 online learning is growing in Canada and elsewhere in the world. However, the vast majority of literature is focused on practitioners and not on systematic inquiry. Even the limited published research has largely excluded the perspectives of...
Relationships of New Teachers' Beliefs and Instructional Practices: Comparisons across Four Countries
Action in Teacher Education Vol. 36, No. 4 (2014) pp. 322–341
Drawing on large-scale international teachers' data from Hungary, Korea, Norway, and Turkey in the Teaching and Learning International Survey in 2008 assessment, this study examined the relationships between new teachers' beliefs about...
British Journal of Educational Technology Vol. 48, No. 3 (May 2017) pp. 730–748
Interactions are the central emphasis in language learning. An increasing number of K-12 students take courses online, leading some critics to comment that reduced opportunities for interaction may affect learning outcomes. This study examined the...
Pedagogical Beliefs and Attitudes toward Information and Communication Technology: A Survey of Teachers of English as a Foreign Language in China
Computer Assisted Language Learning Vol. 30, No. 8 (2017) pp. 745–765
Though pedagogical beliefs have been identified as critical factors in the success of technology integration, very few studies have included them in technology-adoption models. The present study revises the Technology Acceptance Model (TAM) by...
The roles of learning strategies and motivation in online language learning: A structural equation modeling analysis
Computers & Education Vol. 113, No. 1 (October 2017) pp. 75–85
Students' active regulation of learning, through being motivated and a variety of cognitive and metacognitive strategies, is crucial to their online learning success. Despite the large numbers enrolled in online language courses, very little is...
Australasian Journal of Educational Technology Vol. 31, No. 4 (Nov 01, 2015)
Recent developments in mobile and wireless communication technologies have played a vital role in building the u-learning environment that now combines both real-world and digital learning resources. However, learners still require assistance to...
Journal of Computer Assisted Learning Vol. 25, No. 2 (April 2009) pp. 114–125
This paper describes and assesses the development of an online solution for the experiential support of distance learning by teachers. Three hundred and forty-eight randomly selected K-12 teachers participated in this pilot study using the online...
Chinese Language Teachers' Perceptions of Technology and Instructional Use of Technology: A Path Analysis
Journal of Educational Computing Research Vol. 56, No. 3 (2018) pp. 396–414
This study examined internal and external factors affecting pedagogical use of technology among 47 K-12 Chinese language teachers in the United States. Path analysis of the survey data was used to examine the relationships between the teachers'...
Fostering design-oriented collective reflection among preservice teachers through principle-based knowledge building activities
Computers & Education Vol. 130, No. 1 (March 2019) pp. 105–120
Teacher's reflective capacity is an important means for teachers' growth in professionalism. This design-based research investigated the effects of knowledge building (KB) principles on pre-service teachers' reflective capacity in two intervention...
One Science Teacher's Professional Development Experience: A Case Study Exploring Changes in Students' Perceptions of Their Fluency with Innovative Technologies
Journal of Science Education and Technology Vol. 21, No. 1 (February 2012) pp. 22–37
The purpose of this case-study is to narrate a secondary science teacher's experience of his professional development (PD) education and training in innovative technologies (IT) in the context of engaging students in environmental research projects. ...
Joshua A. Morris; Brian W. Miller; Richard C. Anderson; Kim Thi Nguyen-Jahiel; Tzu-Jung Lin; Theresa Scott; Jie Zhang; Jingjing Sun; Shufeng Ma
International Journal of Educational Research Vol. 90, No. 1 (2018) pp. 234–247
Fifth-grade students from two urban school districts completed an integrated unit on wolves. Classes received either direct instruction (DI) or collaborative group work (CG). Analysis of reasoning in classroom talk indicated that CG students more...
Shufeng Ma; Richard C. Anderson; Tzu-Jung Lin; Jie Zhang; Joshua A. Morris; Kim Nguyen-Jahiel; Brian W. Miller; May Jadallah; Theresa Scott; Jingjing Sun; Kay Grabow; Beata M. Latawiec; Sherry Yi
Learning and Instruction Vol. 49, No. 1 (June 2017) pp. 64–80
The goal of this study was to evaluate instructional influences on the storytelling of English Language Learners (ELLs). Participants were 210 fifth-grade Spanish-speaking ELLs (mean age = 10.8) from schools serving low-income neighborhoods in the...