Search results for author:"Jie Zhang"
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Validation of Virtual Learning Team Competencies for Individual Students in a Distance Education Setting
American Journal of Distance Education Vol. 28, No. 4 (2014) pp. 264–279
The purpose of this study was twofold. First, the study aimed to validate the scale of the Virtual Team Competency Inventory in distance education, which had initially been designed for a corporate setting. Second, the methodological advantages of...
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1919–1927
In this paper, we present a novel system - inVideo for video data analytics, and its use in learning analytics as the field strives towards new cultures of learning in the digital realm involving large quantities of video data in online learning...
Computerized Dynamic Assessment (C-DA): Diagnosing L2 Development According to Learner Responsiveness to Mediation
Language Testing Vol. 32, No. 3 (July 2015) pp. 337–357
Dynamic assessment (DA) derives from the sociocultural theory of mind as elaborated by Russian psychologist L. S. Vygotsky. By offering mediation when individuals experience difficulties and carefully tracing their responsiveness, Vygotsky (1998)...
World Conference on Educational Media and Technology 2001 (2001) pp. 2130–2131
Many projects and researches on online distance learning have emphasized the application of multimedia elements that are more necessarily helpful in children education than in life-long/adult education. The researches did not pay much focus on two ...
Brock Education: A Journal of Educational Research and Practice Vol. 23, No. 2 (2014) pp. 84–96
Higher education is rapidly changing and university instructors are presented with new types of students for whom technology is a significant influence. They perceive technology as a way of life and express a need to feel connected at all times....
Yahua Cheng; Jie Zhang; Hong Li; Richard Anderson; Fengjiao Ding; Kim Nguyen-Jahiel; Hua Shu; Xinchun Wu
Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 6 (2015) pp. 643–664
A study involving 106 fourth graders and two teachers from a school in Beijing investigated the impact of a peer-led, open-format discussion approach, called collaborative reasoning (CR), on students' reading comprehension and teacher's professional ...