Ouyang, F., Chen, S., Yang, Y.*(杨玉芹), Chen, Y. (2021). Examining the effects of three group-level metacognitive scaffoldings on in-service teachers’ knowledge building. Journal of Educational Computing Research, 60(2), 352-379. https://doi.org/10.1177/073563312110308. [SSCI Q1]
发布时间：2026-06-15
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- 发布时间：
- 2026-06-15
- 论文名称：
- Ouyang, F., Chen, S., Yang, Y.*(杨玉芹), Chen, Y. (2021). Examining the effects of three group-level metacognitive scaffoldings on in-service teachers’ knowledge building. Journal of Educational Computing Research, 60(2), 352-379. https://doi.org/10.1177/073563312110308. [SSCI Q1]
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- 否
- 上一条：Wang, J., Yang, Y.*(杨玉芹), Li, L., & van Aalst, J. (2021). Continuing to teach in a time of crisis: The Chinese rural educational system’s response and student satisfaction and social and cognitive presence. British Journal of Educational Technology, 52,1494-151. [SSCI Q1, 中科院一区Top期刊]
- 下一条：Cheng, S., Deng, M., & Yang, Y. (杨玉芹) (2021). Social support and student engagement among deaf or hard-of-hearing students. Communication Disorders Quarterly, 43(1), 15-22. [SSCI Q4]