| The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: A meta-analysis L Zheng Asia Pacific Education Review 17, 187-202, 2016 | 280 | 2016 |
| The effectiveness of the flipped classroom on students’ learning achievement and learning motivation L Zheng, KK Bhagat, Y Zhen, X Zhang Journal of Educational Technology & Society 23 (1), 1-15, 2020 | 259 | 2020 |
| 基于混合式学习的课程设计理论 黄荣怀， 马丁， 郑兰琴， 张海森 电化教育研究, 9-14, 2009 | 241 | 2009 |
| A systematic literature review of design-based research from 2004 to 2013 L Zheng Journal of Computers in Education 2, 399-420, 2015 | 161 | 2015 |
| Effects of a mobile self-regulated learning approach on students’ learning achievements and self-regulated learning skills L Zheng, X Li, F Chen Innovations in Education and Teaching International 55 (6), 616-624, 2018 | 120 | 2018 |
| The effectiveness of artificial intelligence on learning achievement and learning perception: A meta-analysis L Zheng, J Niu, L Zhong, JF Gyasi Interactive Learning Environments 31 (9), 5650-5664, 2023 | 111 | 2023 |
| The effects of group metacognitive scaffolding on group metacognitive behaviors, group performance, and cognitive load in computer-supported collaborative learning L Zheng, X Li, X Zhang, W Sun The Internet and Higher Education 42, 13-24, 2019 | 111 | 2019 |
| Synchronous discussion between assessors and assessees in web-based peer assessment: Impact on writing performance, feedback quality, meta-cognitive awareness and self-efficacy L Zheng, P Cui, X Li, R Huang Assessment & Evaluation in Higher Education 43 (3), 500-514, 2018 | 110 | 2018 |
| The effects of sentiments and co-regulation on group performance in computer supported collaborative learning L Zheng, R Huang The Internet and Higher Education 28, 59-67, 2016 | 104 | 2016 |
| The effectiveness of technology-facilitated personalized learning on learning achievements and learning perceptions: a meta-analysis L Zheng, M Long, L Zhong, JF Gyasi Education and Information Technologies 27 (8), 11807-11830, 2022 | 83 | 2022 |
| The role of technology-facilitated peer assessment and supporting strategies: A meta-analysis L Zheng, X Zhang, P Cui Assessment & Evaluation in Higher Education 45 (3), 372-386, 2020 | 77 | 2020 |
| The Components and Functions of Smart Learning Environments for Easy, Engaged and Effective Learning R Huang, J Yang, L Zheng International Journal for Educational Media and Technology 7 (1), 2013 | 70 | 2013 |
| 关于隐性知识的分类研究 江新， 郑兰琴， 黄荣怀 开放教育研究 11 (1), 28-31, 2005 | 67 | 2005 |
| Effects of personalized intervention on collaborative knowledge building, group performance, socially shared metacognitive regulation, and cognitive load in computer-supported … L Zheng, L Zhong, J Niu, M Long, J Zhao Educational Technology & Society 24 (3), 174-193, 2021 | 55 | 2021 |
| Exploring the behavioral patterns of co-regulation in mobile computer-supported collaborative learning L Zheng, J Yu Smart Learning Environments 3, 1-20, 2016 | 55 | 2016 |
| 隐性知识及其相关研究 黄荣怀， 郑兰琴 开放教育研究, 49-52, 2004 | 54 | 2004 |
| Emerging approaches for supporting easy, engaged and effective collaborative learning Z Lanqin, Y Junfeng, C Wei, H Ronghuai Journal of King Saud University-Computer and Information Sciences 26 (1), 11-16, 2014 | 53 | 2014 |
| Effects of personalised feedback approach on knowledge building, emotions, co-regulated behavioural patterns and cognitive load in online collaborative learning L Zheng, L Zhong, J Niu Assessment & Evaluation in Higher Education 47 (1), 109-125, 2022 | 51 | 2022 |
| Effects of a learning analytics‐based real‐time feedback approach on knowledge elaboration, knowledge convergence, interactive relationships and group performance in CSCL L Zheng, J Niu, L Zhong British Journal of Educational Technology 53 (1), 130-149, 2022 | 50 | 2022 |
| A literature review of features and trends of technology-supported collaborative learning in informal learning settings from 2007 to 2018 L Zheng, X Zhang, JF Gyasi Journal of Computers in Education 6, 529-561, 2019 | 50 | 2019 |
Ronghuai Huang/黄荣怀Smart Learning Institute, Beijing Normal UniversityCorreu electrònic verificat a bnu.edu.cn
