Zobrazeno 1 - 10
of 18
pro vyhledávání: '"Jian-Peng Guo"'
Publikováno v:
Pharmaceutical Chemistry Journal. 55:1151-1156
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5b0aa3baff8d4df61d77e403ecc20a3c
https://doi.org/10.1007/s11094-022-02551-z
https://doi.org/10.1007/s11094-022-02551-z
Publikováno v:
Learning and Instruction. 83:101692
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a92b72a0a2669917fc4b0b38883fd689
https://doi.org/10.1016/j.learninstruc.2022.101692
https://doi.org/10.1016/j.learninstruc.2022.101692
Autor:
Jian-Peng Guo
Publikováno v:
Journal of Computing in Higher Education. 31:362-390
One of the biggest barriers preventing teachers from utilizing the flipped classroom approach in their teaching practices is the lack of a general and practical framework for guiding the design and implementation of flipped classrooms. This leads to
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e58dea636f62d81df543cccb1b76d374
https://doi.org/10.1007/s12528-019-09224-z
https://doi.org/10.1007/s12528-019-09224-z
Autor:
Jian-Peng Guo
Publikováno v:
Studies in Educational Evaluation. 59:195-208
The study examined the relationships among students’ perceptions of the learning environment, prior academic achievement, engagement, and learning outcomes (cumulative university GPA, generic skills development, and learning satisfaction) with a sa
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::799505373f467f62a468c37c07af9a88
https://doi.org/10.1016/j.stueduc.2018.08.002
https://doi.org/10.1016/j.stueduc.2018.08.002
Publikováno v:
Studies in Educational Evaluation. 55:125-134
This study examined the relationship between students’ perceptions of the learning environment, high school performance, approaches to learning, and learning outcomes (generic skills development and course satisfaction). A sample of 74,687 undergra
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3a4ec560eb2bd64178fa88446f65088a
https://doi.org/10.1016/j.stueduc.2017.09.002
https://doi.org/10.1016/j.stueduc.2017.09.002
Publikováno v:
Research in Science Education. 49:499-520
Researchers have consistently demonstrated that studying multiple examples is more effective than studying one example because comparing multiple examples can promote schema construction and facilitate discernment of critical aspects. Teachers, howev
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::88bc7dcd175ba140076751229da054f8
https://doi.org/10.1007/s11165-017-9635-1
https://doi.org/10.1007/s11165-017-9635-1
Publikováno v:
European Journal of Psychology of Education. 29:21-42
Researchers have consistently demonstrated that multiple examples are better than one example in facilitating learning because the comparison evoked by multiple examples supports learning and transfer. However, research outcomes are unclear regarding
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::31cea577790acc0975b44c2fa42f68a4
https://doi.org/10.1007/s10212-013-0185-2
https://doi.org/10.1007/s10212-013-0185-2
Autor:
Kathryn Clark Gerken, Lynn C. Richman, Jian-Peng Guo, Frank L. Schmidt, Ling-Yan Yang, Yi Ding
Publikováno v:
Educational Psychology Review. 25:115-143
This paper used meta-analysis to synthesize the relation between visual skills and Chinese reading acquisition based on the empirical results from 34 studies published from 1991 to 2011. We obtained 234 correlation coefficients from 64 independent sa
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ccc461ec59c4b8403d72169cb21af614
https://doi.org/10.1007/s10648-013-9217-3
https://doi.org/10.1007/s10648-013-9217-3
Publikováno v:
Educational Psychology Review. 24:251-269
Although researchers have demonstrated that studying multiple examples is more effective than studying one example to facilitate learning, the principles found in the literature for designing multiple examples remain ambiguous. This paper reviews var
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::284e15f5e560dbb78b565d26fc1c7038
https://doi.org/10.1007/s10648-012-9192-0
https://doi.org/10.1007/s10648-012-9192-0
Publikováno v:
Journal of Learning Disabilities. 46:347-362
This study examined reading performance of 102 Chinese Mandarin-speaking 4th graders in their second language (L2, English) as a function of performance in their first language (L1, Chinese). The results revealed that for Rapid Automatized Naming (RA
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::97dc26f399075b319ecaebe461af5d0f
https://doi.org/10.1177/0022219411424209
https://doi.org/10.1177/0022219411424209