Search results for author:"L. Zhang"
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Journal of Computer Assisted Learning Vol. 30, No. 3 (June 2014) pp. 207–219
This study investigates second and foreign language (L2) learners' listening strategy use and factors that influence their strategy use in a Web-based computer assisted language learning (CALL) system. A strategy inventory, a factor...
Journal of Computer Assisted Learning Vol. 30, No. 3 (Jun 23, 2014) pp. 207–219
This study investigates second and foreign language (L2) learners' listening strategy use and factors that influence their strategy use in a Web-based computer assisted language learning (CALL) system. A strategy inventory, a factor questionnaire...
Structural Equation Modeling: A Multidisciplinary Journal Vol. 15, No. 3 (July 2008) pp. 377–402
Four methods for estimating a dynamic factor model, the direct autoregressive factor score (DAFS) model, are evaluated and compared. The first method estimates the DAFS model using a Kalman filter algorithm based on its state space model...
Journal of Computer Assisted Learning Vol. 28, No. 4 (August 2012) pp. 366–378
Cognizant of the research gap in the theorization of mobile learning, this paper conceptually explores how the theories and methodology of self-regulated learning (SRL), an active area in contemporary educational psychology, are inherently suited to ...
Journal of Computer Assisted Learning Vol. 32, No. 3 (June 2016) pp. 202–217
Massive open online courses (MOOCs) continue to appear across the higher education landscape, originating from many institutions in the USA and around the world. MOOCs typically have low completion rates, at least when compared with traditional...
Journal of Library Administration Vol. 25, No. 2 (1998) pp. 3–9
Marking the 25th anniversary (August 26, 1996) of WorldCat (the Online Computer Library Center (OCLC) Online Union Catalog) OCLC and the U.S. regional networks sponsored an essay contest for librarians and library users to write essays describing...
Journal of Computer Assisted Learning Vol. 31, No. 6 (Dec 01, 2015) pp. 562–581
Computer assisted learning (CAL) programs have been shown to be effective in improving educational outcomes. However, the existing studies on CAL have almost all been conducted over a short period of time. There is very little evidence on how the...
Exploring the Communication Preferences of MOOC Learners and the Value of Preference-Based Groups: Is Grouping Enough?
Qing Zhang; Kyle L. Peck; Adelina Hristova; Kathryn W. Jablokow; Vicki Hoffman; Eunsung Park; Rebecca Yvonne Bayeck
Educational Technology Research and Development Vol. 64, No. 4 (2016) pp. 809–837
Approximately 10% of learners complete Massive Open Online Courses (MOOCs); the absence of peer and professor support contributes to retention issues. MOOC leaders often form groups to supplement in-course forums and Q&A sessions, and students...
Working Together for Better Student Learning: A Multi-University, Multi-Federal Partner Program for Asynchronous Learning Module Development for Radar-Based Remote Sensing Systems
M B. Yeary; T Yu; R D. Palmer; H Monroy; Ruin ; G Zhang; P B. Chilson; M I. Biggerstaff; C Weiss; K A. Mitchell; L D. Fink
IEEE Transactions on Education Vol. 53, No. 3 (August 2010) pp. 504–515
Students are not exposed to enough real-life data. This paper describes how a community of scholars seeks to remedy this deficiency and gives the pedagogical details of an ongoing project that commenced in the Fall 2004 semester. Fostering deep...