作者机构：
[Shi, Yinghui; Zhang, Jingman; Yang, Harrison Hao] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Hubei, Peoples R China.;[Yang, Huiyun] Cent China Normal Univ, Natl Engn Lab Educ Big Data, Wuhan, Hubei, Peoples R China.;[Yang, Harrison Hao] SUNY Coll Oswego, Sch Educ, Oswego, NY 13126 USA.
通讯机构：
[Yang, Harrison Hao] C;[Yang, Harrison Hao] S;Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Hubei, Peoples R China.;SUNY Coll Oswego, Sch Educ, Oswego, NY 13126 USA.
作者：
Lu, Kaili;Yang, Harrison H.*;Shi, Yinghui;Wang, Xuan
期刊：
INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION,2021年18(1):1-13 ISSN：2365-9440
通讯作者：
Yang, Harrison H.
作者机构：
[Shi, Yinghui; Lu, Kaili; Wang, Xuan; Yang, Harrison H.] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.;[Yang, Harrison H.] SUNY Coll Oswego, Sch Educ, 232 Wilber Hall, Oswego, NY 13126 USA.
通讯机构：
[Yang, Harrison H.] C;Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.
摘要：
<jats:title>Abstract</jats:title><jats:p>To understand the development of students’ higher-order thinking skills (HOTS) in the smart classroom environment, a structural equation modeling analysis was used to examine the relationships between key factors that influence students’ learning and their HOTS within a smart classroom environment. A sample of 217 first-year Chinese college students, who studied in a smart classroom environment for one semester, completed a survey that measures their smart classroom preferences, learning motivation, learning strategy, peer interaction, and HOTS. The results indicated that peer interaction and learning motivation had a direct impact on students’ HOTS. Furthermore, indirect effects were found between students’ learning strategy and HOTS through the mediator peer interaction, and between smart classroom preferences and HOTS through the following: learning motivation, the combination of learning strategy and peer interaction, and the combination of learning motivation, learning strategy and peer interaction. Based on these findings, this study recommends that instructors teaching in a smart learning environment should focus on improving peer interaction and learning motivation, as well as smart classroom preferences and learning strategy, to hone students’ HOTS.</jats:p>
作者：
Shi, Yinghui;Yang, Huiyun;MacLeod, Jason;Zhang, Jingman;Yang, Harrison Hao*
期刊：
Journal of Educational Computing Research,2020年58(4):791-817 ISSN：0735-6331
通讯作者：
Yang, Harrison Hao
作者机构：
[Shi, Yinghui; Zhang, Jingman; Yang, Harrison Hao] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Hubei, Peoples R China.;[Yang, Huiyun] Cent China Normal Univ, Natl Engn Lab Educ Big Data, Wuhan, Hubei, Peoples R China.;[MacLeod, Jason] DYouville Coll, Operat & Adm, Buffalo, NY USA.;[Yang, Harrison Hao] SUNY Coll Oswego, Sch Educ, Oswego, NY 13126 USA.
通讯机构：
[Yang, Harrison Hao] S;SUNY Coll Oswego, Sch Educ, Oswego, NY 13126 USA.
关键词：
technology-enabled active learning;active learning environment;cognitive learning outcomes;meta-analyses;effect size
作者：
MacLeod, Jason;Yang, Harrison Hao*;Shi, Yinghui
期刊：
Journal of Computing in Higher Education,2019年31(2):426-448 ISSN：1042-1726
通讯作者：
Yang, Harrison Hao
作者机构：
[MacLeod, Jason] DYouville Coll, Operat & Adm, Buffalo, NY USA.;[Shi, Yinghui; Yang, Harrison Hao] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Hubei, Peoples R China.;[Yang, Harrison Hao] SUNY Coll Oswego, Sch Educ, Oswego, NY 13126 USA.
通讯机构：
[Yang, Harrison Hao] C;[Yang, Harrison Hao] S;Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Hubei, Peoples R China.;SUNY Coll Oswego, Sch Educ, Oswego, NY 13126 USA.
会议名称：
International Conference on Hybrid Learning (ICHL)
会议时间：
JUL 31-AUG 02, 2018
会议地点：
Osaka, JAPAN
会议主办单位：
[MacLeod, Jason] DYouville Coll, Operat & Adm, Buffalo, NY USA.^[Yang, Harrison Hao;Shi, Yinghui] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Hubei, Peoples R China.^[Yang, Harrison Hao] SUNY Coll Oswego, Sch Educ, Oswego, NY 13126 USA.
摘要：
Student-to-student connectedness is promoted by active, student-centered learning processes. It is a socio-psychological result of interpersonal communication and behavior in the classroom, which emulates belonging, cohesiveness, and supportiveness among peers. Currently, two survey instruments exist—Dwyer et al.’s (Commun Res Rep 21(3):264–272, 2004.
https://doi.org/10.1080/08824090409359988
) Connected Classroom Climate Inventory and Johnson’s (Commun Res Rep 26(2):146–157, 2009.
https://doi.org/10.1080/08824090902861622
) amendment thereof, which have been used for nearly two decades to gain insight into instructional processes in face-to-face environments. However, research on student-to-student connectedness is relatively limited in the context of modern, technology-mediated learning environments. Arguably, where student-to-student connectedness is most urgently needed because of the decrease in face-to-face contact time between students and their instructors within online and hybrid learning environments. This study is a systematic literature review that presents a synthesis of twenty-four peer-reviewed journal articles, which empirically investigate student-to-student connectedness within face-to-face, hybrid, and online environments. The documentation of data is organized in accordance to the six aspects of activity theory (subjects, objects, mediating artifacts, rules, community, division of labor) to provide a basis for understanding the dynamics of each research report, as well as to assist identifying the trends and gaps in the literature, thereby expediting future research on this topic.
作者机构：
[Wu, Di; Zhou, Chi; Shi, Yinghui; Chen, Min; Yang, Wei] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.
会议名称：
8th International Conference on Educational Innovation through Technology (EITT)
会议时间：
OCT 27-31, 2019
会议地点：
Univ Southern Mississippi, Biloxi, MS
会议主办单位：
Univ Southern Mississippi
会议论文集名称：
Proceedings of the International Conference of Educational Innovation through Technology
关键词：
technology integration;mathematic teachers;Information and Communication Technology (ICT) application;education informationization;differences
摘要：
The application of Information and Communication Technology (ICT) in teaching can improve the teaching quality and efficiency. Exploring the differences in mathematic teachers' ICT application level can not only better help us understand the status of overall mathematic teachers' ICT application level, but also promote the development of ICT-based teaching in mathematic by discovering the shortcomings. This study explored the differences of K-12 mathematic teachers' ICT application level from three aspects-teacher's attitude towards ICT (TAT), ICT instruction in classroom (IIC) and ICT effects (ICE). A survey research design was used for the study, and 918 K-12 mathematic teachers participated in the study. The ANOVA results showed that, there were significant differences in TAT and ICE between primary school teachers and secondary school teachers, while there were no significant differences between rural school teachers and urban school teachers. As for IIC, on the other hand, there was significant differences between primary school teachers and secondary school teachers and there were significant differences between rural school teachers and urban school teachers. According to the results, some implications were proposed to improve K-12 mathematic teachers' ICT application level.
作者：
Shi, Yinghui;Yang, Huiyun;Zhang, Jingman;Wang, Shimeng;Yang, Harrison Hao*
期刊：
2019 INTERNATIONAL SYMPOSIUM ON EDUCATIONAL TECHNOLOGY (ISET 2019),2019年:276-280
通讯作者：
Yang, Harrison Hao
作者机构：
[Shi, Yinghui; Zhang, Jingman; Yang, Harrison Hao] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.;[Yang, Huiyun] Cent China Normal Univ, Natl Engn Lab Educ Big Data, Wuhan, Peoples R China.;[Wang, Shimeng] Cent China Normal Univ, Collaborat & Innovat Ctr Educ Technol, Wuhan, Peoples R China.;[Yang, Harrison Hao] SUNY Coll Oswego, Sch Educ, Oswego, NY 13126 USA.
通讯机构：
[Yang, Harrison Hao] C;[Yang, Harrison Hao] S;Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.;SUNY Coll Oswego, Sch Educ, Oswego, NY 13126 USA.
会议名称：
International Symposium on Educational Technology (ISET)
会议时间：
JUL 02-04, 2019
会议地点：
Univ Hradec Kralove, Hradec Kralove, CZECH REPUBLIC
摘要：
Research to date has been controversial with regard to the effectiveness of interactive whiteboard-based classroom instructions on student learning outcomes. The purpose of the present study was to identify high-quality empirical publications that examine the learning outcomes of students and to utilize meta-analyses to determine the overall effectiveness of interactive whiteboard-based instructions. A total of 23 studies were included in this systematic review. The calculated effect size showed that interactive whiteboard-based instructions can positively influence students' cognitive learning outcomes compared to traditional lectures. Moderator variable analysis suggests that the pedagogical approach and the year of publication significantly moderate the effectiveness of interactive whiteboard-based classroom instruction. These results indicate that the interactive whiteboard-based instructional model proves mature reliable Idler several years of application in educational environments, and it helps students to improve their cognitive learning across all currently available interdisciplinary research reports. The interactive whiteboard-based was also found to he more effective when instructors integrate active or collaborative pedagogical approaches.
作者：
Zhu, Sha;Wang, Yangchunxiao*;Wu, Di（吴砥）;Shi, Yinghui;Yang, Harrison Hao
作者机构：
[Wu, Di; Shi, Yinghui; Zhu, Sha; Wang, Yangchunxiao; Yang, Harrison Hao] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.;[Yang, Harrison Hao] SUNY Coll Oswego, Sch Educ, New York, NY USA.
会议名称：
2019 International Symposium on Educational Technology (ISET)
关键词：
information literacy;assessment tool;primary students;development;validation
摘要：
This study utilized a three-step approach for developing and validating an information literacy assessment tool for primary students. Firstly, 52 multiple-choice items were devised as the item pool based on the existing information literacy evaluation indicators system. After gathering feedbacks from the experts and teachers, 49 items were retained to form the pilot test items of the information literacy assessment tool. Then, pilot test was conducted among 323 students of 4th and 5th grades from four primary schools in a district of central China region. The analyses of item difficulty, item discrimination, Rasch model were employed to validate the information literacy assessment tool. Finally, 37 items were retained as reliable and valid to measure primary students' information literacy.
作者：
Zhu, Sha*;Yang, Harrison Hao;MacLeod, Jason;Shi, Yinghui;Wu, Di（吴砥）
期刊：
INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTRIBUTED LEARNING,2018年19(4):222-241 ISSN：1492-3831
通讯作者：
Zhu, Sha
作者机构：
[Wu, Di; Shi, Yinghui; Zhu, Sha] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Hubei, Peoples R China.;[Zhu, Sha] Wuhan Huada Natl E Learning Technol Co Ltd, Wuhan, Hubei, Peoples R China.;[MacLeod, Jason; Yang, Harrison Hao] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan 2, Hubei, Peoples R China.;[Yang, Harrison Hao] SUNY Coll Oswego, Sch Educ, Oswego, NY USA.
通讯机构：
[Zhu, Sha] C;[Zhu, Sha] W;Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Hubei, Peoples R China.;Wuhan Huada Natl E Learning Technol Co Ltd, Wuhan, Hubei, Peoples R China.
关键词：
Attitude;Parent;Partial least square;Student;Tablet;Technology integration
作者：
MacLeod, Jason;Yang, Harrison Hao*;Zhu, Sha;Shi, Yinghui
期刊：
Journal of Educational Computing Research,2018年56(6):826-847 ISSN：0735-6331
通讯作者：
Yang, Harrison Hao
作者机构：
[MacLeod, Jason; Yang, Harrison Hao] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Hubei, Peoples R China.;[Shi, Yinghui] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Hubei, Peoples R China.;[Yang, Harrison Hao] SUNY Coll Oswego, Sch Educ, Oswego, NY 13126 USA.;[Zhu, Sha] Wuhan Huada Natl E Learning Technol Co Ltd, Wuhan, Hubei, Peoples R China.;[Yang, Harrison Hao] SUNY Coll Oswego, Sch Educ, Dept Curriculum & Instruct, 216D Hewitt Union, Oswego, NY 13126 USA.
通讯机构：
[Yang, Harrison Hao] S;SUNY Coll Oswego, Sch Educ, Dept Curriculum & Instruct, 216D Hewitt Union, Oswego, NY 13126 USA.
摘要：
In an effort to address student engagement challenges, much research has explored student-to-student connected classroom climate (CCC). Research positively associates CCC to the benefits of student integration, learning, and retention in face-to-face environments. However, few studies have examined CCC in computer-mediated environments. This study provides empirical evidence of the relationships between key technological factors and CCC in cloud classrooms. A survey was administered to 641 college students, and the results indicate that four of the five technological factors examined were positively associated with CCC: advanced computer self-efficacy, program/software computer experience, Internet/entertainment computer experience, and computer importance. Basic computer self-efficacy was not related to CCC. These findings identify mechanisms that can improve CCC in cloud classrooms. Researchers and practitioners should use this knowledge to develop, implement, and assess the cloud classroom. In addition, this study contributes knowledge that can direct student training of digital literacies for improving the learning processes of cloud classrooms in higher education.
作者：
Shi, Yinghui;Wang, Shimeng;Ma, Yanqiong;MacLeod, Jason;Yang, Harrison Hao*
期刊：
2018 International Symposium on Educational Technology (ISET),2018年:78-81
通讯作者：
Yang, Harrison Hao
作者机构：
[Shi, Yinghui] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Hubei, Peoples R China.;[Wang, Shimeng] Cent China Normal Univ, Collaborat & Innovat Ctr Educ Technol, Wuhan, Hubei, Peoples R China.;[Ma, Yanqiong; MacLeod, Jason; Yang, Harrison Hao] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Hubei, Peoples R China.;[Yang, Harrison Hao] SUNY Coll Oswego, Sch Educ, Oswego, NY 13126 USA.
通讯机构：
[Yang, Harrison Hao] C;[Yang, Harrison Hao] S;Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Hubei, Peoples R China.;SUNY Coll Oswego, Sch Educ, Oswego, NY 13126 USA.
会议名称：
2018 International Symposium on Educational Technology (ISET)
关键词：
flipped classroom;learning outcomes;higher education;college students
摘要：
This study describes an overview of the effects of flipped classroom instruction on students' learning outcomes and provides direction for future research on this topic. The Web of Science was used to search for research and 22 relevant articles were identified [1-22]. The content analysis method was employed to examine the selected articles. The results showed that flipped classroom instruction can positively influence students' cognitive, affective, and self-regulated learning. Flipping the classroom can not only practice students' problem-solving and independent study abilities, but also provide students with a positive attitude toward learning.
作者：
Wei, Yitong*;Shi, Yinghui;Yang, Harrison Hao;Liu, Jianqing
作者机构：
[Wei, Yitong] Cent China Normal Univ, Collaborat Innovat Ctr Educ Technol, Wuhan, Hubei, Peoples R China.;[Shi, Yinghui] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Hubei, Peoples R China.;[Yang, Harrison Hao] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Hubei, Peoples R China.;[Yang, Harrison Hao] SUNY Coll Oswego, Sch Educ, Oswego, NY USA.;[Liu, Jianqing] Cent China Normal Univ, Teaching Affairs Off, Wuhan, Hubei, Peoples R China.
会议名称：
International Symposium on Educational Technology (ISET)
摘要：
The purpose of this study was to investigate the effectiveness of blended learning and traditional learning on students' learning achievements and academic press. A quasi-experiment study was conducted using a sample of 104 sophomores in a university in central China for three months. While students in the experimental group employed the blended learning approach, students in the control group employed the traditional learning approach. Students' pre- and post-tests and surveys showed that the students with the blended learning approach had a higher achievement in the pedagogy basis course than did the students with the traditional learning approach, while no significant difference was found on students' academic press between the two approaches. Further analysis showed there was a statistically significant relationship between students' learning achievements and academic press. The discussion and conclusion were included.
摘要：
智能导学系统是借助人工智能技术,让计算机扮演虚拟导师向学习者传授知识、提供学习指导的适应性学习支持系统。它已经广泛应用于美国的教育领域,在促进学生个性化学习方面发挥了重要作用。智能导学系统的理论基础和关键技术是什么?如何应用于教学?应用于教学的现状和效果如何?有哪些研究热点?未来发展趋势怎样?借第十届教育数据挖掘国际会议于2017年6月25-27日在湖北武汉举办的机会,笔者就上述问题对三位与会专家进行了专访。第一位专家是美国波尔得（Boulder）语言科技公司董事长兼首席科学家罗纳德·科尔（Ronald A.Cole）教授。科尔教授在科罗拉多大学波尔得分校成立了口语研究中心（CSLR）,研发口语对话系统、话语识别器、动画人物系统等先进技术以及融入这些技术的虚拟导师及语言治疗师。十五年来,科尔教授专注于交互性虚拟导师及语言治疗师等新一代学习工具的研发。第二位专家是美国孟菲斯大学心理学系和智能系统中心亚瑟·格雷泽（Arthur C.Graesser）教授。他同时兼任牛津大学教育系高级研究员,研究专长包括认知科学、话语处理、学习科学、人工智能、软件开发、语篇理解、教育软件设计以及人机交互。格雷泽教授及其同事设计开发了多种集心理学与学习、语言及话语技术为一体的系统。格雷泽教授2010年获国际语篇与话语协会（Society for Text and Discourse）"杰出科学贡献奖";2011年获美国心理学会"心理学应用于教育培训杰出贡献奖"等。第三位专家是孟菲斯大学心理学系、电子与计算机工程系胡祥恩教授。他同时兼任华中师范大学心理学院院长,教育部青少年网络心理与行为重点实验室高级研究员,孟菲斯大学智能系统研究所高级研究员,先进分布式智能教学系统研究与发展学习中心主任。研究领域包括数学心理、研究设计与统计、认知心理,研究项目获得美国国家科学基金会、美国陆军研究实验室、美国海军科研办公室等机构的资助。
