Publications

Self-regulated Learning:

Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00422

Shih, M., Liang, J., & Tsai, C. (2018). Exploring the role of university students’ online self-regulated learning in the flipped classroom: A structural equation model. Interactive Learning Environments, 27(8), 1192-1206. https://doi.org/10.1080/10494820.2018.1541909

Zhu, Y., Zhang, J. H., Au, W., & Yates, G. (2020). University students’ online learning attitudes and continuous intention to undertake online courses: A self-regulated learning perspective. Educational Technology Research and Development, 68(3), 1485-1519. https://doi.org/10.1007/s11423-020-09753-w

Zimmerman, B. J. (1989). Models of self-regulated learning and academic achievement. Self-Regulated Learning and Academic Achievement, 1-25. https://doi.org/10.1007/978-1-4612-3618-4_1

Active Learning:

Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. 1991 ASHE-ERIC higher education reports.

Bruff, D. (2009). Teaching with classroom response systems: Creating active learning environments. John Wiley & Sons.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415. https://doi.org/10.1073/pnas.1319030111

Kember, D., & Leung, D. Y. (2005). The influence of active learning experiences on the development of graduate capabilities. Studies in Higher Education, 30(2), 155-170. https://doi.org/10.1080/03075070500043127

Michael, J. (2006). Where’s the evidence that active learning works? Advances in Physiology Education, 30(4), 159-167. https://doi.org/10.1152/advan.00053.2006

Classroom Response System:

Edmonds, C. T., & Edmonds, T. P. (2008). An empirical investigation of the effects of SRS technology on introductory managerial accounting students. Issues in Accounting Education, 23(3), 421-434. https://doi.org/10.2308/iace.2008.23.3.421

Fies, C., & Marshall, J. (2006). Classroom response systems: A review of the literature. Journal of Science Education and Technology, 15(1), 101-109. https://doi.org/10.1007/s10956-006-0360-1

Mollborn, S., & Hoekstra, A. (2010). “A meeting of minds”. Teaching Sociology, 38(1), 18-27. https://doi.org/10.1177/0092055×09353890

Murphy, T. (2008). Success and failure of audience response systems in the classroom. Proceedings of the 36th annual ACM SIGUCCS conference on User services conference – SIGUCCS ’08. https://doi.org/10.1145/1449956.1449969

Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning – A literature review. Computers & Education, 149, 103818. https://doi.org/10.1016/j.compedu.2020.103818

Blashki, K., Nichol, S., Jia, D., & Prompramote, S. (2007). ‘The future is old’: Immersive learning with Generation Y engineering students. European Journal of Engineering Education, 32(4), 409-420. https://doi.org/10.1080/03043790701334228

Ruben, B. D. (1999). Simulations, games, and experience-based learning: The quest for a new paradigm for teaching and learning. Simulation & Gaming, 30(4), 498-505. https://doi.org/10.1177/104687819903000409

Watkins, M., & Beckem II, J. M. (2012). Bringing life to learning: Immersive experiential learning simulations for online and blended courses. Journal of Asynchronous Learning Networks, 16(5). https://doi.org/10.24059/olj.v16i5.287