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代表性学术专著
Lanqin Zheng.《Knowledge Building and Regulation in Computer-Supported Collaborative Learning》. Springer,2017.
郑兰琴著,《调节性学习技能的评价与干预研究》,人民邮电出版社,2019年3月。
郑兰琴著,《协作学习的交互分析方法——基于信息流的视角》,人民邮电出版社,2015年12月。
学术论文(部分)
Zheng, L., Cui, P., & Zhang, X. (2020). Does collaborative learning design align with enactment? An innovative method of evaluating the alignment in the CSCL context. International Journal of Computer-Supported Collaborative Learning, 15(2), 193-226. (SSCI Journal)
Zheng, L., Bhagat, K. K., Zhen, Y., & Zhang, X. (2020). The effectiveness of the flipped classroom on students’ learning achievement and learning motivation. Journal of Educational Technology & Society, 23(1), 1-15. (SSCI Journal)
Zheng, L., Zhang, X., & Cui, P. (2020). The role of technology-facilitated peer assessment and supporting strategies: a meta-analysis. Assessment & Evaluation in Higher Education, 45(3), 372-386. (SSCI Journal)
Zheng, L., Chen, N. S., Cui, P., & Zhang, X. (2019). A Systematic Review of Technology-Supported Peer Assessment Research. The International Review of Research in Open and Distributed Learning, 20(5), 168-191. (SSCI Journal)
Zheng, L., Li, X., Zhang, X., & Sun, W. (2019). The effects of group metacognitive scaffolding on group metacognitive behaviors, group performance, and cognitive load in computer-supported collaborative learning. The Internet and Higher Education, 42, 13-24. (SSCI Journal)
Zheng, L., Cui, P., Li, X., & Huang, R. (2018). Synchronous discussion between assessors and assessees in web-based peer assessment: impact on writing performance, feedback quality, meta-cognitive awareness and self-efficacy. Assessment &Evaluation in Higher Education. 43 (3), 500–514 (SSCI Journal)
Zheng, L., Dong, Y., Huang, R., Chang, C. Y., & Bhagat, K. K. (2018). Investigating the interrelationships among conceptions of, approaches to, and self-efficacy in learning science. International Journal of ence Education, 40(2), 139-158 (SSCI Journal)
Zheng, L., Li, X., & Chen, F. (2018). Effects of a mobile self-regulated learning approach on students’ learning achievements and self-regulated learning skills. Innovations in Education and Teaching International, 55 (6), 616–624 (SSCI Journal)
Zheng, L., Li, X., & Huang, R. (2017). The Effect of Socially Shared Regulation Approach on Learning Performance in Computer-Supported Collaborative Learning. Educational Technology & Society, 20 (4), 35–46. (SSCI Journal)
Zheng, L. (2016). The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: a meta-analysis. Asia Pacific Education Review. 2016, 17, 187–202 (SSCI Journal)
Zheng, L., & Huang, R.(2016). The Effects of Sentiments and Co-regulation on Group Performance in Computer-Supported Collaborative Learning. The Internet and Higher Education, 2016, 28, 59-67 (SSCI Journal)
Zheng, L. , Huang, R. , & Hwang, G. J. (2015). Measuring knowledge elaboration based on a computer-assisted knowledge map analytical approach to collaborative learning. Journal of Educational Technology & Society, 18(1), 321-336.(SSCI Journal)
Zheng, L., Huang, R., & Yu, J. (2014). Identifying Computer-Supported Collaborative Learning (CSCL) Research in Selected Journals Published from 2003 to 2012: A Content Analysis of Research Topics and Issues. Educational Technology & Society, 2014, 17(4), 335-351. (SSCI Journal)
Zheng, L., Yang, K., & Huang, R. (2012). Analyzing Interactions by an IIS-map-based Method in Face-to-Face Collaborative Learning: An Empirical Study. Educational Technology & Society, 2012, 15 (3), 116-132. (SSCI Journal)
Zheng, L., Zhang, X., & Gyasi, J. F. (2019). A literature review of features and trends of technology-supported collaborative learning in informal learning settings from 2007 to 2018. Journal of Computers in Education, 6(4), 529-561. (ESCI, Scopus journal)
郑兰琴,钟璐,牛佳玉. 联结在线协作学习设计与分析模型及应用研究. 电化教育研究(CSSCI), No.11, 2020.
郑兰琴,钟璐,牛佳玉,目标导向的协作学习活动设计与案例分析,现代教育技术(CSSCI), No.11, 47-54, 2020.
郑兰琴,张璇. 数据驱动的协作学习活动设计与优化策略研究. 中国电化教育(CSSCI),No.6,2020.
郑兰琴,黄星星. 富有成效失败的协作编程策略在Arduino课程应用效果的实证研究. 电化教育研究(CSSCI), No.12, 2019.
郑兰琴,孙巍,张定文,利用技术促进教与学的创新——访国际教育技术协会首席学习官Joseph South教授,中国远程教育(CSSCI), No.5, 2019.
郑兰琴,张璇,曾海军. 人工智能助力教与学的创新——访美国教育传播与技术协会主席Eugene G.Kowch教授. 电化教育研究(CSSCI), No.7, 2018.
郑兰琴,崔盼盼,李欣. 移动学习能促进学习绩效吗——基于2011-2017年国际英文期刊92项研究的元分析. 现代远程教育研究 (CSSCI), No.6, 2018 (新华文摘全文转载)
郑兰琴,李欣. 调节性学习的发展:模型、支持工具及其培养策略. 现代远程教育研究 (CSSCI), No.2, 2017.
郑兰琴,李欣,黄荣怀,陈凤英. 网络学习空间中同伴互助焦点和手段的研究. 中国电化教育(CSSCI),No.3, 2017.
郑兰琴,李欣,陈凤英. 大学生自我调节学习能力培养策略的实证研究.中国远程教育(教育类核心期刊), No.12, 2016.
郑兰琴,教学设计与实施一致性的个案研究,现代远程教育研究 (CSSCI), No.3, 2015
郑兰琴,杨开城,为什么要一致性而不是有效性,中国电化教育(CSSCI),No.9, 2014
郑兰琴,梁妙,教师指导对协作学习效果影响的实证研究,电化教育研究(CSSCI),No.8, 2014
郑兰琴,杨开城、黄荣怀,基于信息流的协作学习交互分析方法的实证研究,中国电化教育(CSSCI),No.11, 2013
郑兰琴,协作学习系统信息流时空特征的研究,远程教育杂志(CSSCI),No.5, 2013
郑兰琴,协作学习交互分析方法之反思,现代远程教育研究(CSSCI),No.5, 2013
郑兰琴、杨开城,协作学习具有明确的阶段性吗?开放教育研究(CSSCI),No.5, 2011
郑兰琴、杨开城、黄荣怀,基于信息流的协作学习交互分析方法的研究,中国电化教育(CSSCI),No.5, 2010
郑兰琴、张进宝等,基于Multipoint技术支持的课堂互动教学平台MouseMischief的应用研究,中国电化教育(CSSCI),No.10, 2009
郑兰琴,利用技术有效促进学习——第十四届国际计算机教育应用大会(ICCE2006)综述,中国电化教育(CSSCI),No.3, 2007
郑兰琴,黄荣怀,与大学生个人发展相关的隐性知识测量工具的研究,开放教育研究(CSSCI),Vol.11, No.3, 2005
甄园宜,郑兰琴(通讯作者). 基于深度神经网络的在线协作学习交互文本分类方法,现代远程教育研究 (CSSCI), No.3, 2020.
张璇,郑兰琴(通讯作者). 国内外教育技术领域研究的比较与反思——以近 10 年 190 篇高被引论文为例,现代教育技术(CSSCI), No. 9, 2019.
崔盼盼,郑兰琴(通讯作者). 协作学习活动设计质量评估方法的个案研究,现代教育技术(CSSCI), No. 10, 2018.
田爽,郑兰琴(通讯作者),杨开城,许易. 教学设计方案与教学实施过程一致性的实证研究——以某小学四年级信息技术课为例. 电化教育研究(CSSCI),No.3, 2017.
于俊辉,郑兰琴(通讯作者),在线协作学习交互效果评价方式的实证研究——基于信息流的分析视角,现代教育技术(CSSCI), No. 12, 2015.
梁妙,郑兰琴(通讯作者),基于信息流视角的教师指导与协作学习效果分析,现代远程教育研究(CSSCI),No.4, 2014 (人大复印资料 教育学篇目辑览)
黄荣怀、郑兰琴、程薇,虚拟实验及其学习者可信度认知,开放教育研究(CSSCI),No.6, 2012
黄荣怀、郑兰琴、杨俊锋,信息化学习视域中的开放学习质量框架,现代远程教育研究(CSSCI),No.6, 2012(新华文摘篇目辑览)
赵国庆,郑兰琴. 重复提取胜过细化学习——卡皮克记忆研究进展及其对教学的启示,中国电化教育(CSSCI),No.3, 2012
梁妙,郑兰琴(通讯作者),协作学习需要教师指导吗?——对国内外相关研究的述评,现代远程教育研究(CSSCI),No.5, 2012
梁妙,郑兰琴(通讯作者). 支持协作学习的觉知工具:研究现状与思考,远程教育杂志(CSSCI),No.4, 2012
黄荣怀,郑兰琴,一种关于 “个人发展”的隐性知识结构,开放教育研究(CSSCI),No.2, 2005
江新,郑兰琴,黄荣怀,关于隐性知识的分类研究,开放教育研究(CSSCI),No.1, 2005
黄荣怀,郑兰琴,解读“多元”智力:多元智力理论与智力三元论述评,中国电化教育(CSSCI),No.3, 2004