Online Peer Assessment: Effects of Cognitive and Affective Feedback

Jingyan Lu; Nancy Law

Instructional Science: An International Journal of the Learning Sciences Vol. 40, No. 2 (March 2012) pp. 257–275

This study reports the effects of online peer assessment, in the form of peer grading and peer feedback, on students' learning. One hundred and eighty one high school students engaged in peer assessment via an online system--iLap. The number of...

Reading Actively Online: An Exploratory Investigation of Online Annotation Tools for Inquiry Learning / La lecture active en ligne: étude exploratoire sur les outils d'annotation en ligne pour l'apprentissage par l’enquête

Jingyan Lu; Liping Deng

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 38, No. 3 (Dec 03, 2012) pp. 1–16

Examining students' use of online annotation tools in support of argumentative reading

Jingyan Lu; Liping Deng

Australasian Journal of Educational Technology Vol. 29, No. 2 (May 10, 2013) pp. 161–171

This study examined how students in a Hong Kong high school used Diigo, an online annotation tool, to support their argumentative reading activities. Two year 10 classes, a high-performance class (HPC) and an ordinary-performance class (OPC),...

Facilitating medical decision making with collaborative tools

Jingyan Lu; Susanne Lajoie

World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 2062–2066

Computer and network afford many features to support collaborative learning. These collaborative tools include visualization tools, such as content-specific and content-unspecific tools, argumentation, such as synchronous or asynchronous tools, and...

Topics: Collaboration

Quantitative Assessment of Medical Student Learning through Effective Cognitive Bayesian Representation

Zhidong Zhang; Jingyan Lu

Online Submission Vol. 7, No. 6 (2014) pp. 86–97

The changes of learning environments and the advancement of learning theories have increasingly demanded for feedback that can describe learning progress trajectories. Effective assessment should be able to evaluate how learners acquire knowledge...

Scaffolding argumentation in intact class: Integrating technology and pedagogy

Jingyan Lu; Zhidong Zhang

Computers & Education Vol. 69, No. 1 (November 2013) pp. 189–198

This paper reports on the use of a set of online tools to scaffold the argumentation skills of students enrolled in Liberal Study (LS). The tools, collectively known as OASIS, were designed to support the online reading, writing, and evaluating...

Language: English

Understanding the Effectiveness of Online Peer Assessment: A Path Model

Jingyan Lu; Zhidong Zhang

Journal of Educational Computing Research Vol. 46, No. 3 (2012) pp. 313–333

Peer assessment has been implemented in schools as both a learning tool and an assessment tool. Earlier studies have explored the effectiveness of peer assessment from different perspectives, such as domain knowledge and skills, peer assessment...

Assessing and Supporting Argumentation with Online Rubrics

Jingyan Lu; Zhidong Zhang

Online Submission Vol. 6, No. 7 (2013) pp. 66–77

Writing and assessing arguments are important skills and there is evidence that using rubrics to assess the arguments of others can help students write better arguments. Thus, this study investigated whether students were able to write better...

Examining Students' Use of Online Annotation Tools in Support of Argumentative Reading

Jingyan Lu; Liping Deng

Australasian Journal of Educational Technology Vol. 29, No. 2 (2013) pp. 161–171

This study examined how students in a Hong Kong high school used Diigo, an online annotation tool, to support their argumentative reading activities. Two year 10 classes, a high-performance class (HPC) and an ordinary-performance class (OPC),...

Reading Actively Online: An Exploratory Investigation of Online Annotation Tools for Inquiry Learning

Jingyan Lu; Liping Deng

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 38, No. 3 (Nov 12, 2012)

This study seeks to design and facilitate active reading among secondary school students with an online annotation tool – Diigo. Two classes of different academic performance levels were recruited to examine their annotation behavior and perceptions ...

Language: English Translations: English, français, langue française/French

Supporting Medical Decision Making with Argumentation Tools

Jingyan Lu; Susanne P. Lajoie

Contemporary Educational Psychology Vol. 33, No. 3 (July 2008) pp. 425–442

This study investigated the collaborative decision-making and communicative discourse of groups of learners engaged in a simulated medical emergency in two conditions. In one condition subgroups used a traditional whiteboard (TW group) to document...

Differ in Socio-Cognitive Processes? Some Comparisons between Paper and Video Triggered PBL

Jingyan Lu; Lap Ki Chan

Interdisciplinary Journal of Problem-based Learning Vol. 9, No. 2 (October 2015)

This paper investigates whether paper and video triggers stimulate different social and cognitive processes during PBL. The study focused on how medical students identified and described problems, and how they built shared cognitions that lead them...

Scaffolding Problem-Based Learning with CSCL Tools

Jingyan Lu; Susanne P. Lajoie; Jeffrey Wiseman

International Journal of Computer-Supported Collaborative Learning Vol. 5, No. 3 (September 2010) pp. 283–298

Small-group medical problem-based learning (PBL) was a pioneering form of collaborative learning at the university level. It has traditionally been delivered in face-to-face text-based format. With the advancement of computer technology and progress ...

Understanding Collaborative Learning Behavior from Moodle Log Data

Jingyan Lu; Nancy Wai Ying Law

Interactive Learning Environments Vol. 20, No. 5 (2012) pp. 451–466

Although course management systems (CMSs) were originally designed for teachers to manage their teaching, little interest has been directed at students' learning. Moodle is usually regarded as a CMS. However, how to make full use of its powerful...

Using Online Digital Tools and Video to Support International Problem-Based Learning

Susanne P. Lajoie; Cindy Hmelo-Silver; Jeffrey Wiseman; Lap Ki Chan; Jingyan Lu; Chesta Khurana; Ilian Cruz-Panesso; Eric Poitras; Maedeh Kazemitabar

Interdisciplinary Journal of Problem-based Learning Vol. 8, No. 2 (October 2014) pp. 60–75

The goal of this study is to examine how to facilitate cross-cultural groups in problem-based learning (PBL) using online digital tools and videos. The PBL consisted of two video-based cases used to trigger student-learning issues about giving bad...