马红亮的帖子

Jiang, H., Wang, K., Wang, X. et al. (2021). Understanding a STEM teacher’s emotions and professional identities: a three-year longitudinal case study. International Journal of STEM Education, 8, 51. (单个个案，为期3年，对访谈和对话进行编码，发现3个情感主题）。
Tran, K. Q., & Guzey, S. S. (2023). Cultivating culturally sustaining integrated science, technology, engineering, and mathematics classrooms: A narrative inquiry case study of a science teacher. Science Education. （应用叙事探究和个案研究，对一位经验丰富的中学STEM教师如何将多元文化教学的理念融入学生为中心的课堂教学，进行了深入的叙事访谈质性分析，并发现了三个主题）

Journal of Computer Assisted Learning

2023, Volume 39, Issue 3 Including Special Issue:

Pierson, A. E., Brady, C. E., & Lee, S. J. (2023). Emotional configurations in STEM classrooms: Braiding feelings, sense making, and practices in extended investigations. Science Education. https://doi.org/10.1002/sce.21799（基于设计的研究：2018到2020年多次迭代设计课程，使用了话语分析）
Tovar-Gálvez, J. C. (2023). Bringing cultural inclusion to the classroom through intercultural teaching practices for science education (ITPSE) and guiding tools. Science Education, https://doi.org/10.1002/sce.21798 （针对在职科学教师的课跨文化教学实践IPTSE，进行了三轮迭代的设计研究。在每一轮，一位教师实施了IPTSE，研究者进行了效果的评估，并在第二轮引入新的理论改进了IPTSE的设计。）
Reilly C. & Reeves T.C. (2023). Tracking transdisciplinary skills in the design of online courses: A design-based research study. Computers & Education. https://doi.org/10.1016/j.compedu.2023.104867

Sáiz-Manzanares, M.C., Marticorena-Sánchez, R. & García-Osorio, C.I. (2020). Monitoring students at the university: Design and application of a moodle plugin. Applied Sciences (Switzerland), 10(10).

Arpaci, I. & Basol, G. (2020). The impact of preservice teachers’ cognitive and technological perceptions on their continuous intention to use flipped classroom. Education and Information Technologies. 25,(5),3503–3514. https://doi.org/10.1007/s10639-020-10104-8（研究基于技术接受模型和社会认知理论，对土耳其550名参加翻转课堂学习的职前教师进行问卷调查，应用结构方程模型和中介效应分析了影响学生持续使用翻转课堂意愿的因素。）
Horvat, A., Dobrota, M., Krsmanovic, M., & Cudanov, M. (2015). Student perception of Moodle learning management system: a satisfaction and significance analysis. Interactive Learning Environments, 23 (4), 515-527. https://doi.org/10.1080/10494820.2013.788033 (对贝尔格莱德大学的395名使用Moodle的大学生进行了问卷调查，分析这些学生对Moodle平台质量特征的意义感知与满意度，以及性别差异、年级差异等。数据分析使用了独立样本t检验、ANOVA检验等)
Wilson, G. P. (2010) . Sustainable use of MOODLE as a learning management system within a school context. PhD thesis, Central Queensland University.(以昆士兰一所大型半农村高中学校为个案，调查分析了可持续性应用Moodle的情况)

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