Search results for author:"Lanqin Zheng"
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The effects of sentiments and co-regulation on group performance in computer supported collaborative learning
Internet and Higher Education Vol. 28, No. 1 (January 2016) pp. 59–67
Computer-supported collaborative learning (CSCL) is a widely acknowledged method to improve learning performance. Successful collaborative learning is closely associated with sentiments and inherently a group's co-regulatory capabilities in joint...
Effects of a Mobile Self-Regulated Learning Approach on Students' Learning Achievements and Self-Regulated Learning Skills
Innovations in Education and Teaching International Vol. 55, No. 6 (2018) pp. 616–624
The purpose of this study was to examine the effectiveness of the proposed mobile self-regulated learning approach in higher education settings. A mobile self-regulated learning system was developed to improve students' learning achievements and...
Identifying Computer-Supported Collaborative Learning (CSCL) Research in Selected Journals Published from 2003 to 2012: A Content Analysis of Research Topics and Issues
Journal of Educational Technology & Society Vol. 17, No. 4 pp. 335–351
This study aims to identity the emerging research trends in the field of computed-supported collaborative learning (CSCL) so as to provide insights for researchers and educators into research topics and issues for further exploration. This paper...
Analyzing Interactions by an IIS-Map-Based Method in Face-to-Face Collaborative Learning: An Empirical Study
Educational Technology & Society Vol. 15, No. 3 (2012) pp. 116–132
This study proposes a new method named the IIS-map-based method for analyzing interactions in face-to-face collaborative learning settings. This analysis method is conducted in three steps: firstly, drawing an initial IIS-map according to...
The Effect of Socially Shared Regulation Approach on Learning Performance in Computer-Supported Collaborative Learning
Journal of Educational Technology & Society Vol. 20, No. 4 (2017) pp. 35–46
Students' abilities to socially shared regulation of their learning are crucial to productive and successful collaborative learning. However, how group members sustain and regulate collaborative processes is a neglected area in the field of...
Measuring Knowledge Elaboration Based on a Computer-Assisted Knowledge Map Analytical Approach to Collaborative Learning
Journal of Educational Technology & Society Vol. 18, No. 1 pp. 321–336
The purpose of this study is to quantitatively measure the level of knowledge elaboration and explore the relationships between prior knowledge of a group, group performance, and knowledge elaboration in collaborative learning. Two experiments were...
The effects of group metacognitive scaffolding on group metacognitive behaviors, group performance, and cognitive load in computer-supported collaborative learning
Internet and Higher Education Vol. 42, No. 1 (July 2019) pp. 13–24
Previous studies have reported the importance of metacognition on learning performance. However, little effort has been made to develop group metacognitive scaffolding (GMS) in computer-supported collaborative learning (CSCL) environments. The...