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  1. Article ; Online: Learning experience of domestic and international students in blended courses: An ecological perspective.

    Han, Feifei

    PloS one

    2023  Volume 18, Issue 5, Page(s) e0285389

    Abstract: Adopting an ecological perspective on student learning, this study compares the cognitive, social, and material elements of the learning experience of 193 domestic and 120 international students in blended courses. For cognitive elements, domestic ... ...

    Abstract Adopting an ecological perspective on student learning, this study compares the cognitive, social, and material elements of the learning experience of 193 domestic and 120 international students in blended courses. For cognitive elements, domestic students adopted relatively more deep approaches to learning while international students held more positive perceptions towards the blended learning environment. In terms of the social elements, domestic group had a higher proportion of students who chose to collaborate than international group. The domestic and international students also differed with regard to their experience of material elements that international students were more likely to select the option of showing the answer for solving multiple choice questions. International students particularly need help in the improvement of their collaborative learning experience, which may be enhanced by strategies, such as mixing domestic and international students in group work and training international students' intercultural communication strategies.
    MeSH term(s) Humans ; Learning ; Students ; Communication
    Language English
    Publishing date 2023-05-12
    Publishing country United States
    Document type Journal Article ; Research Support, Non-U.S. Gov't
    ZDB-ID 2267670-3
    ISSN 1932-6203 ; 1932-6203
    ISSN (online) 1932-6203
    ISSN 1932-6203
    DOI 10.1371/journal.pone.0285389
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  2. Article ; Online: Level of consistency between students' self-reported and observed study approaches in flipped classroom courses: How does it influence students' academic learning outcomes?

    Han, Feifei

    PloS one

    2023  Volume 18, Issue 6, Page(s) e0286549

    Abstract: Using Student Approaches to Learning research as a theoretical framework, the present study used both self-reported and observational log data to understand students' study approaches in a flipped classroom course amongst 143 computer science ... ...

    Abstract Using Student Approaches to Learning research as a theoretical framework, the present study used both self-reported and observational log data to understand students' study approaches in a flipped classroom course amongst 143 computer science undergraduate students. Specifically, it aimed to examine: 1) to what extent students' study approaches identified by self-reported and observational log data are consistent with each other; and 2) to what extent students' academic learning outcomes differ between students who showed consistent and inconsistent study approaches by self-reported and observational log data. Using The Revised Study Process Questionnaire, students were clustered as reporting either a Deep or a Surface Study Approach. Using frequencies of students' participation in five online learning activities, they were classified as adopting either an Active or a Passive Study Approach. A 2 x 2 cross-tabulation showed a positive and moderate association between clusters of students' study approaches resulted from two types of data. Amongst students who self-reported a Deep Study Approach, the proportion of students who adopted an Active Study Approach (80.7%) was significantly higher than those who adopted a Passive Study Approach (19.3%). In contrast, of the students who self-reported a Surface Study Approach, the proportion of students who used a Passive Study Approach (51.2%) was significantly higher than those who used an Active Study Approach (48.8%). Furthermore, students who had good study approaches by both self-report and observation did not differ from students who adopted an Active study approach by observation but reported a Surface Study Approach on course grades. Likewise, there was no significant difference in terms of academic learning outcomes between those who had poor study approaches by both self-report and observation and those who adopted Passive study approach by observation but reported a Deep Study Approach. Future studies may consider incorporating some qualitative methods in order to find out possible reasons behind the inconsistencies between self-reported and observed study approaches.
    MeSH term(s) Humans ; Self Report ; Students ; Education, Distance ; Learning ; Records
    Language English
    Publishing date 2023-06-13
    Publishing country United States
    Document type Journal Article
    ZDB-ID 2267670-3
    ISSN 1932-6203 ; 1932-6203
    ISSN (online) 1932-6203
    ISSN 1932-6203
    DOI 10.1371/journal.pone.0286549
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  3. Article: Recent Development in University Student Learning Research in Blended Course Designs: Combining Theory-Driven and Data-Driven Approaches.

    Han, Feifei

    Frontiers in psychology

    2022  Volume 13, Page(s) 905592

    Language English
    Publishing date 2022-05-17
    Publishing country Switzerland
    Document type Journal Article
    ZDB-ID 2563826-9
    ISSN 1664-1078
    ISSN 1664-1078
    DOI 10.3389/fpsyg.2022.905592
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  4. Article: Self-reported and digital-trace measures of computer science students' self-regulated learning in blended course designs.

    Han, Feifei / Ellis, Robert A

    Education and information technologies

    2023  , Page(s) 1–16

    Abstract: This study investigated the extent to which self-report and digital-trace measures of students' self-regulated learning in blended course designs align with each other amongst 145 first-year computer science students in a blended "computer systems" ... ...

    Abstract This study investigated the extent to which self-report and digital-trace measures of students' self-regulated learning in blended course designs align with each other amongst 145 first-year computer science students in a blended "computer systems" course. A self-reported Motivated Strategies for Learning Questionnaire was used to measure students' self-efficacy, intrinsic motivation, test anxiety, and use of self-regulated learning strategies. Frequencies of interactions with six different online learning activities were digital-trace measures of students' online learning interactions. Students' course marks were used to represent their academic performance. SPSS 28 was used to analyse the data. A hierarchical cluster analysis using self-reported measures categorized students as better or poorer self-regulated learners; whereas a hierarchical cluster analysis using digital-trace measures clustered students as more active or less active online learners. One-way ANOVAs showed that: 1) better self-regulated learners had higher frequencies of interactions with three out of six online learning activities than poorer self-regulated learners. 2) More active online learners reported higher self-efficacy, higher intrinsic motivation, and more frequent use of positive self-regulated learning strategies, than less active online learners. Furthermore, a cross-tabulation showed significant (
    Language English
    Publishing date 2023-03-24
    Publishing country Netherlands
    Document type Journal Article
    ZDB-ID 2001930-0
    ISSN 1573-7608 ; 1360-2357
    ISSN (online) 1573-7608
    ISSN 1360-2357
    DOI 10.1007/s10639-023-11698-5
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  5. Article: Self-Concept and Achievement in Math Among Australian Primary Students: Gender and Culture Issues.

    Han, Feifei

    Frontiers in psychology

    2019  Volume 10, Page(s) 603

    Abstract: While gender stereotype on math learning and achievement is consistently reported among existing research, these studies predominantly focus on mainstream students with Western cultural backgrounds. There is a dearth of study, which investigates gender ... ...

    Abstract While gender stereotype on math learning and achievement is consistently reported among existing research, these studies predominantly focus on mainstream students with Western cultural backgrounds. There is a dearth of study, which investigates gender effect among Australian Indigenous students. To fill this gap, the present study adopted a multiple-indicator-multiple-indicator-cause approach to structural equation modeling to investigate effects of gender, culture (Indigenous vs. non-Indigenous), and the interaction of the two on students' self-concept of competence and affect in math, as well as math achievement among Australian primary school students. We found gender stereotype effect not only on students' self-perceptions of their competence in math but also their actual math performance reflected in their math achievement scores in a standard math test. Boys had higher ratings on math competence and scored more highly on math test than girls. However, the gender stereotype was not found for self-concept of affect. Instead, culture was significantly impacted on self-concept of math affect, indicating that Indigenous students had less enjoyment toward learning math compared with their non-Indigenous peers. Furthermore, significant interaction effects between gender and culture were observed on both self-concept of math competence and math affect. In practice, to enhance Indigenous students' interest and enjoyment in math learning, educators are suggested to incorporate Indigenous students' values, beliefs, and traditions when delivering new math knowledge.
    Language English
    Publishing date 2019-03-26
    Publishing country Switzerland
    Document type Journal Article
    ZDB-ID 2563826-9
    ISSN 1664-1078
    ISSN 1664-1078
    DOI 10.3389/fpsyg.2019.00603
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  6. Article ; Online: The "Hand as Foot" teaching method in boy infants with cryptorchidism.

    Wang, Li / Han, Shuangxi / Cui, Chuanying / Han, Feifei

    Asian journal of surgery

    2024  Volume 47, Issue 4, Page(s) 1880–1881

    MeSH term(s) Male ; Infant ; Humans ; Cryptorchidism/complications ; Cryptorchidism/diagnosis ; Cryptorchidism/surgery ; Hand ; Upper Extremity ; Foot ; Lower Extremity
    Language English
    Publishing date 2024-01-06
    Publishing country Netherlands
    Document type Letter
    ZDB-ID 1068461-x
    ISSN 0219-3108 ; 1015-9584
    ISSN (online) 0219-3108
    ISSN 1015-9584
    DOI 10.1016/j.asjsur.2023.12.147
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  7. Article: Corrigendum: Applicability of the Compensatory Encoding Model in Foreign Language Reading: An Investigation With Chinese College English Language Learners.

    Han, Feifei

    Frontiers in psychology

    2018  Volume 9, Page(s) 919

    Abstract: This corrects the article on p. 681 in vol. 8, PMID: 28522984.]. ...

    Abstract [This corrects the article on p. 681 in vol. 8, PMID: 28522984.].
    Language English
    Publishing date 2018-06-19
    Publishing country Switzerland
    Document type Published Erratum
    ZDB-ID 2563826-9
    ISSN 1664-1078
    ISSN 1664-1078
    DOI 10.3389/fpsyg.2018.00919
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  8. Article: Strategic Processing of Chinese Young English Language Learners in an International Standardized English Language Test.

    Han, Feifei

    Frontiers in psychology

    2018  Volume 9, Page(s) 1020

    Abstract: Strategic competence is acknowledged to be able to explain variations in language test performance. Research with adult language test-takers has shown that strategic competence has dual components: strategic knowledge and strategic processing. Of the two ...

    Abstract Strategic competence is acknowledged to be able to explain variations in language test performance. Research with adult language test-takers has shown that strategic competence has dual components: strategic knowledge and strategic processing. Of the two components, strategic processing, which is state-like, unstable, and tends to fluctuate from contexts to contexts, is more closely related to language test performance. To date, none of the existing studies investigates strategic processing with children English language learners (ELLs) and explores the relationship between strategic processing in all the four skills of language learning and the test performance. Addressing these gaps, the current study examined the nature of strategic processing in listening, reading and writing, and speaking of 138 Chinese young ELLs in an international standardized English language test - Cambridge Young Learners English Tests - Flyers test. The three questionnaires regarding strategic processing were administered to the participants immediately following the completion of the test. The confirmatory factor analyses verified that the strategic processing construct in the four skills comprised of a cognitive and a metacognitive dimensions, which resembles the strategic processing of the adult language test-takers. The participants adopted significantly more metacognitive than cognitive strategies consistently in the three sections of the test, possibly due to the status of the test. Both cognitive and metacognitive strategic processing were moderately related to the test performance, explaining from 7 to 31% of the variance in the total shields of the test. Across the four skills, high-performing test-takers used both cognitive and metacognitive strategies more frequently than the moderate- and low-performing test-takers, even though whether such differences were due to their richer strategic knowledge or processing skills was unknown. The study contributes to strategic processing in language testing literature and also provides practical implications for English trainers of the young ELLs in China.
    Language English
    Publishing date 2018-06-27
    Publishing country Switzerland
    Document type Journal Article
    ZDB-ID 2563826-9
    ISSN 1664-1078
    ISSN 1664-1078
    DOI 10.3389/fpsyg.2018.01020
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  9. Article: The relations between self-reported perceptions of learning environment, observational learning strategies, and academic outcome.

    Han, Feifei / Ellis, Robert A

    Journal of computing in higher education

    2022  Volume 35, Issue 1, Page(s) 111–125

    Abstract: This study investigated the relations between students' self-reported perceptions of the blended learning environment, their observed online learning strategies, and their academic learning outcomes. The participants were 310 undergraduates enrolled in ... ...

    Abstract This study investigated the relations between students' self-reported perceptions of the blended learning environment, their observed online learning strategies, and their academic learning outcomes. The participants were 310 undergraduates enrolled in an introductory course on computer systems in an Australian metropolitan university. A Likert-scale questionnaire was used to examine students' perceptions. The digital traces recorded in a bespoke learning management system were used to detect students' observed online learning strategies. Using the data mining algorithms, including the Hidden Markov Model and an agglomerative hierarchical sequence clustering, four types of online learning strategies were found. The four strategies not only differed in the number of online learning sessions but also showed differences in the proportional distribution with regard to different online learning behaviors. A one-way ANOVA revealed that students adopting different online learning strategies differed significantly on their final course marks. Students who employed intensive theory application strategy achieved the highest whereas those used weak reading and weak theory application scored the lowest. The results of a cross-tabulation showed that the four types of observed online learning strategies were significantly associated with the better and poorer perceptions of the blended learning environment. Specially, amongst students who adopted the intensive theory application strategy, the proportion of students who self-reported better perceptions was significantly higher than those reporting poorer perceptions. In contrast, amongst students using the weak reading and weak theory application strategy, the proportion of students having poorer perceptions was significantly higher than those holding better perceptions.
    Language English
    Publishing date 2022-08-11
    Publishing country United States
    Document type Journal Article
    ZDB-ID 2470187-7
    ISSN 1867-1233 ; 1042-1726
    ISSN (online) 1867-1233
    ISSN 1042-1726
    DOI 10.1007/s12528-022-09333-2
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  10. Article: The Effects of Teacher Feedback and Automated Feedback on Cognitive and Psychological Aspects of Foreign Language Writing: A Mixed-Methods Research.

    Wang, Zehua / Han, Feifei

    Frontiers in psychology

    2022  Volume 13, Page(s) 909802

    Abstract: Feedback plays a crucial role in the writing processes. However, in the literature on foreign language (FL) writing, there is a dearth of studies that compare the effects of teacher feedback and automated feedback on both cognitive and psychological ... ...

    Abstract Feedback plays a crucial role in the writing processes. However, in the literature on foreign language (FL) writing, there is a dearth of studies that compare the effects of teacher feedback and automated feedback on both cognitive and psychological aspects of FL writing. To fill this gap, the current study compared the effects of teacher feedback and automated feedback on both revision quality and writing proficiency development (i.e., the cognitive aspects), and perceived usefulness and perceived ease of use of the feedback (i.e., the psychological aspects) in English writing among English learners as an FL (EFLs) in China. It also investigated students' perceptions of the strengths and weaknesses of the two types of feedback. The study adopted a mixed-methods design. The quantitative method collected the data through (1) a pre-test and a post-test, which measured the participants' English writing proficiency development; (2) a writing task, which received either teacher feedback or automated feedback; and (3) a close-ended questionnaire, which examined students' perceived usefulness and perceived ease of use of the feedback. The qualitative method collected the data through an open-ended questionnaire, which examined the participants' perceptions of the strengths and weaknesses of teacher feedback or automated feedback depending on the type of feedback they received. Chinese university EFLs in two English classes (
    Language English
    Publishing date 2022-07-28
    Publishing country Switzerland
    Document type Journal Article
    ZDB-ID 2563826-9
    ISSN 1664-1078
    ISSN 1664-1078
    DOI 10.3389/fpsyg.2022.909802
    Database MEDical Literature Analysis and Retrieval System OnLINE

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