Min Lan

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Verified

Min verified their affiliation via an institutional email.

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• Doctor of Philosophy
• Professor (Associate) at Zhejiang Normal University

Virtual reality-based teaching training helps to overcome the limitations of traditional microteaching, especially in terms of the authenticity and complexity of simulated teaching scenarios. However, most of the existing related studies focus on the enhancement of trainees’ teaching skills and relatively neglect the characteristics of teaching beh...

This systematic review explores the burgeoning intersection of Artificial Intelligence (AI) applications and self-regulated learning (SRL) in higher education. Aiming to synthesize empirical studies, we employed a qualitative approach to scrutinize AI’s role in supporting SRL processes. Through a meticulous selection process adhering to PRISMA guide...

Cognitive ability is closely associated with the acquisition of programming skills, and enhancing learners’ cognitive ability is a crucial factor in improving the efficacy of programming education. Adaptive feedback strategies can provide learners with personalized support based on their learning context, which helps to stimulate their interest and...

In physical experiment teaching, real experiments can provide students with practical experience and foster their operation concepts and skills, but the efficiency is low and many uncertain factors exist. In comparison, virtual experiments can visualize abstract concepts and improve the success rate of the experiments, but they cannot provide stude...

Encouraging subject teachers to transition to integrated STEM education is an important measure to address the shortage of STEM teachers. However, there is limited research available on the process and characteristics of STEM teacher identity transformation. The study used a hybrid method of Grounded Theory and Epistemic Network Analysis to analyze...

Swift digital advancements provide teenagers with ample online opportunities but also expose them to potential hazards that impact their wellbeing. The consequences of perceiving online risks vary among individuals, emphasizing the role of digital resilience as a protective mechanism. Digital resilience, rooted in the Digital Resilience Framework e...

This study investigated the implementation and effectiveness of a national plan for a digital competence training program (DCTP) aimed at Chinese teachers. A relational content analysis was performed using policy documents, observations, and assessments to identify four DCTP implementation stages. Local educational departments and training institut...

Individuals who experience cyberbullying are at increased risk for future health and social difficulties. Despite this correlation, not all individuals who encountered cyberbullying experience exhibit poor subjective well-being, indicating the need for further investigation into potential protective factors. Cognitive emotional regulation strategy...

The beliefs about knowledge and knowing have a decisive effect on students’ digital learning. Merely using self-reported questionnaire to investigate people’s epistemic justiffcations about digital learning is incomprehension and has its methodological limitations. Therefore, this study used an explanatory sequential design, i.e., clustering follow...

This study investigated the factors affecting adolescents’ well-being during the COVID-19 pandemic from the perspectives of their participation in digital activities, emotional regulation, self-regulated learning, and parental involvement. Using self-reported data from 932 pairs of adolescents and their parents, we performed multiple-group structur...

Contextualized in the prolonged period of COVID-19-related school suspension in Hong Kong, the present study unravels relationships among socioeconomic status (SES), parental involvement, and learning outcomes for a matched sample of 186 primary and 932 secondary school students and their parents who participated in the eCitizen Education 360 surve...

Contextualized in the prolonged period of COVID-19-related school suspension in Hong Kong, the present study unravels relationships among socioeconomic status (SES), parental involvement, and learning outcomes for 186 primary and 932 secondary school students and their parents who participated in the eCitizen Education 360 survey. Three-step latent...

This study aimed to investigate how the online course design features influence the relationship between learners’ language learning motivations and self-regulated learning strategies (SRL) in non-formal online learning contexts. Using an in-depth interview method, eleven Chinese university students were recruited for one-on-one synchronous meeting...

The effectiveness of anti-cyberbullying interventions reported in the literature has been mixed even when the pedagogical organization of the programs were taken into account. To gain deeper insight into the relationship between pedagogical design principles of anti-cyberbullying interventions and their program effectiveness, this study comprises a...

Designing a self-paced online course for anti-cyberbullying among adolescents is one of the feasible approaches to reduce cyberbullying problems. In this study, we develop an online course grounding on the needs of stakeholders and explore the behavioral learning engagement and the course effectiveness regarding attitude, empathy, and coping skills...

MOOCs as a learning approach are gaining popularity, and helping learners and instructors understand how learning engagement is constructed in a MOOC context is of increasing importance. Although previous research has undoubtedly enriched our knowledge of MOOCs, our understanding of student engagement in the MOOC context is still limited. This stud...

Self-regulated learning (SRL) and engagement are important for an individual learner to learn in a MOOC. SRL stresses the learners' learning processes from goal setting and planning to task performance monitoring and controlling, and to reflection of task performance, while engagement highlights three interrelated components including behavioural,...

Critics often characterise the study of educational technology as under‐theorised. To test this assertion and to determine the extent of this criticism, the present paper reports an in‐depth analysis of the 503 most recent empirical articles published in three selected education‐technology‐related journals (Computers & Education; Learning, Media an...

Background Massive Open Online Courses (MOOCs) have been often described as a major innovation Higher Education, but their application in the teaching of clinical disciplines is still very limited, while there is a lack of scientific evaluations in this domain. The aim of this study was to investigate learners’ behaviors and correlate patterns of S...

The advent of massive open online courses (MOOCs) has fueled much attention among educators in recent years. Although MOOCs have attracted much attention among scholars around the world, student engagement in these large-scale open courses is still not well understood. Compared to conventional face-to-face settings in which learners usually share t...

Learning on a well-designed MOOC platform is an enjoyable but lonely process. While technologies facilitate the online learning, the learning effectiveness still cannot be guaranteed. Without support from instructors, effective learning seems to heavily depend on the power of the self and higher self-regulation capability is required. Therefore, un...

Learners are demanded more self-regulatory capability to carry on effective online learning. Online course instructors attempt to stimulate online learners' effective self-regulated learning (SRL) to support effective learning and enhance achievement. Knowing how the online learners learn in SRL loop will contribute to the effective course design a...