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Transformational Teaching: Theoretical Underpinnings, Basic Principles, and Core Methods

Educational psychology review, 2012-12, Vol.24 (4), p.569-608

2012

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The Effects of Scientific Self-efficacy and Cognitive Anxiety on Science Engagement with the “Question-Observation-Doing-Explanation” Model during School Disruption in COVID-19 Pandemic

Journal of science education and technology, 2021-06, Vol.30 (3), p.380-393

2021

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A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward

Educational psychology review, 2017-06, Vol.29 (2), p.269-299

2017

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Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools

Educational technology research and development, 2015-02, Vol.63 (1), p.125-142

2015

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Eight Ways to Promote Generative Learning

Educational psychology review, 2016-12, Vol.28 (4), p.717-741

2016

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Improving learning achievements, motivations and problem-solving skills through a peer assessment-based game development approach

Educational technology research and development, 2014-04, Vol.62 (2), p.129-145

2014

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Designing and integrating purposeful learning in game play: a systematic review

Educational technology research and development, 2016-04, Vol.64 (2), p.219-244

Ke, Fengfeng

2016

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Development of a personalized educational computer game based on students' learning styles

Educational technology research and development, 2012-08, Vol.60 (4), p.623-638

2012

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Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning

Educational psychology review, 2008-12, Vol.20 (4), p.411-427

2008

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The link between high-impact practices and student learning: Some longitudinal evidence

Higher education, 2015-04, Vol.69 (4), p.509-525

2015

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A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it

Educational technology research and development, 2016-08, Vol.64 (4), p.707-734

2016

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Problem-Based Learning: What and How Do Students Learn?

Educational psychology review, 2004-09, Vol.16 (3), p.235-266

Hmelo-Silver, Cindy E.

2004

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Affordances of Augmented Reality in Science Learning: Suggestions for Future Research

Journal of science education and technology, 2013-08, Vol.22 (4), p.449-462

2013

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Visions of CSCL: eight provocations for the future of the field

International journal of computer-supported collaborative learning, 2017-12, Vol.12 (4), p.423-467

2017

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A survey of deep meta-learning

The Artificial intelligence review, 2021-08, Vol.54 (6), p.4483-4541

2021

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University students’ online learning attitudes and continuous intention to undertake online courses: a self-regulated learning perspective

Educational technology research and development, 2020-06, Vol.68 (3), p.1485-1519

2020

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Self-Regulation of Learning within Computer-based Learning Environments: A Critical Analysis

Educational psychology review, 2008-12, Vol.20 (4), p.429-444

2008

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Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load

Educational psychology review, 2022-03, Vol.34 (1), p.171-196

2022

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Process mining for self-regulated learning assessment in e-learning

Journal of computing in higher education, 2020-04, Vol.32 (1), p.74-88

2020

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Formative Assessment: Assessment Is for Self-regulated Learning

Educational psychology review, 2012-06, Vol.24 (2), p.205-249

Clark, Ian

2012

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Empowering personalized learning with an interactive e-book learning system for elementary school students

Educational technology research and development, 2012-08, Vol.60 (4), p.703-722

2012

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Profiles in self-regulated learning and their correlates for online and blended learning students

Educational technology research and development, 2018-12, Vol.66 (6), p.1435-1455

2018

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Examination of the effectiveness of the task and group awareness support system used for computer-supported collaborative learning

Educational technology research and development, 2020-06, Vol.68 (3), p.1355-1380

2020

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Let’s not forget: Learning analytics are about learning

TechTrends, 2015-01, Vol.59 (1), p.64-71

2015

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Model-free reinforcement learning from expert demonstrations: a survey

The Artificial intelligence review, 2022-04, Vol.55 (4), p.3213-3241

2022

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Transformational Teaching: Theoretical Underpinnings, Basic Principles, and Core Methods

The Effects of Scientific Self-efficacy and Cognitive Anxiety on Science Engagement with the “Question-Observation-Doing-Explanation” Model during School Disruption in COVID-19 Pandemic

A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward

Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools

Eight Ways to Promote Generative Learning

Improving learning achievements, motivations and problem-solving skills through a peer assessment-based game development approach

Designing and integrating purposeful learning in game play: a systematic review

Development of a personalized educational computer game based on students' learning styles

Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning

The link between high-impact practices and student learning: Some longitudinal evidence

A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it

Problem-Based Learning: What and How Do Students Learn?

Affordances of Augmented Reality in Science Learning: Suggestions for Future Research

Visions of CSCL: eight provocations for the future of the field

A survey of deep meta-learning

University students’ online learning attitudes and continuous intention to undertake online courses: a self-regulated learning perspective

Self-Regulation of Learning within Computer-based Learning Environments: A Critical Analysis

Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load

Process mining for self-regulated learning assessment in e-learning

Formative Assessment: Assessment Is for Self-regulated Learning

Empowering personalized learning with an interactive e-book learning system for elementary school students

Profiles in self-regulated learning and their correlates for online and blended learning students

Examination of the effectiveness of the task and group awareness support system used for computer-supported collaborative learning

Let’s not forget: Learning analytics are about learning

Model-free reinforcement learning from expert demonstrations: a survey

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