The Experts below are selected from a list of 7134 Experts worldwide ranked by ideXlab platform
Anh Nguyet Diep - One of the best experts on this subject based on the ideXlab platform.
-
Students’ performance in blended learning: Disciplinary Difference and instructional design factors
Journal of Computers in Education, 2020Co-Authors: Chang Zhu, Anh Nguyet DiepAbstract:Significant enhancement in students’ learning performance has been noticed in blended learning courses. Yet, the differential effect of blended learning as a function of Disciplinary Difference has not widely been explored. Moreover, studies on the critical factors related to students’ performance measured by objective course grades are recognized to a lesser extent compared with those using self-reported or perceived learning achievement. In the present study, the effect of blended learning in hard and soft courses is discerned. Factors related to students’ performance measured by final course grades are unraveled, controlling for the effects of gender and prior learning achievement. The participants ( N = 571) are students following blended learning courses at a public university in Vietnam. A questionnaire is employed to collect data, which is subject to confirmatory factor analysis and hierarchical regression analyses. The results show that students in soft disciplines obtain higher grades than peers in hard disciplines. Clear goals and expectations, material quality, and collaborative learning are significant predictors of students’ performance.
Diep, Anh Nguyet - One of the best experts on this subject based on the ideXlab platform.
-
Students’ performance in blended learning: Disciplinary Difference and instructional design factors
2020Co-Authors: Vo, Minh Hien, Zhu Chang, Diep, Anh NguyetAbstract:Significant enhancement in students’ learning performance has been noticed in blended learning courses. Yet, the differential effect of blended learning as a function of Disciplinary Difference has not widely been explored. Moreover, studies on the critical factors related to students’ performance measured by objective course grades are recognized to a lesser extent compared with those using self-reported or perceived learning achievement. In the present study, the effect of blended learning in hard and soft courses is discerned. Factors related to students’ performance measured by final course grades are unraveled, controlling for the effects of gender and prior learning achievement. The participants (N = 571) are students following blended learning courses at a public university in Vietnam. A questionnaire is employed to collect data, which is subject to confirmatory factor analysis and hierarchical regression analyses. The results show that students in soft disciplines obtain higher grades than peers in hard disciplines. Clear goals and expectations, material quality, and collaborative learning are significant predictors of students’ performance.Peer reviewe
Zhang Feifei - One of the best experts on this subject based on the ideXlab platform.
-
Disciplinary Difference in Citation Opinion Expressions
iSchools, 2015Co-Authors: Yu Bei, Zhang FeifeiAbstract:This study examines academic opinion expressions in citation context. We first developed an annotation schema to annotate three aspects of each academic opinion expressed in a citation statement: rhetorical purpose, content aspect, and opinion polarity. We then annotated two samples: a natural science sample consisting of biomedical journal articles, and an engineering sample consisting of conference papers in the natural language processing field. A comparison of the annotations on the two samples showed Disciplinary Differences in citation opinion expressions. The result contributes to the understanding of academic opinion expressions in citation context and the development of automated citation opinion analysis tools to assist researchers' literature search and navigation.ye
Feifei Zhang - One of the best experts on this subject based on the ideXlab platform.
-
Disciplinary Difference in citation opinion expressions
2015Co-Authors: Feifei ZhangAbstract:This study examines academic opinion expressions in citation context. We first developed an annotation schema to annotate three aspects of each academic opinion expressed in a citation statement: rhetorical purpose, content aspect, and opinion polarity. We then annotated two samples: a natural science sample consisting of biomedical journal articles, and an engineering sample consisting of conference papers in the natural language processing field. A comparison of the annotations on the two samples showed Disciplinary Differences in citation opinion expressions. The result contributes to the understanding of academic opinion expressions in citation context and the development of automated citation opinion analysis tools to assist researchers' literature search and navigation.
Chang Zhu - One of the best experts on this subject based on the ideXlab platform.
-
Students’ performance in blended learning: Disciplinary Difference and instructional design factors
Journal of Computers in Education, 2020Co-Authors: Chang Zhu, Anh Nguyet DiepAbstract:Significant enhancement in students’ learning performance has been noticed in blended learning courses. Yet, the differential effect of blended learning as a function of Disciplinary Difference has not widely been explored. Moreover, studies on the critical factors related to students’ performance measured by objective course grades are recognized to a lesser extent compared with those using self-reported or perceived learning achievement. In the present study, the effect of blended learning in hard and soft courses is discerned. Factors related to students’ performance measured by final course grades are unraveled, controlling for the effects of gender and prior learning achievement. The participants ( N = 571) are students following blended learning courses at a public university in Vietnam. A questionnaire is employed to collect data, which is subject to confirmatory factor analysis and hierarchical regression analyses. The results show that students in soft disciplines obtain higher grades than peers in hard disciplines. Clear goals and expectations, material quality, and collaborative learning are significant predictors of students’ performance.