This page has only limited features, please log in for full access.

Unclaimed
Junfeng Yang
School of Education, Hangzhou Normal University, Hangzhou 311121, China

Basic Info

Basic Info is private.

Honors and Awards

The user has no records in this section


Career Timeline

The user has no records in this section.


Short Biography

Junfeng Yang is a professor and dean of Department of Educational Technology in Hangzhou Normal University. He earned the title of “Zhejiang creative and leading talent in higher education”, “Zhejiang Young Zhijiang social science scholar”, “Hangzhou new century 131 scholar”. He has published more than 30 academic papers. He serves as the associate editor of the journal of Smart Learning Environment published by Springer.

Following
Followers
Co Authors
The list of users this user is following is empty.
Following: 0 users

Feed

Journal article
Published: 14 August 2021 in Sustainability
Reads 0
Downloads 0

A large number of universities worldwide are paying more and more attention to the application and exploration of online education. As the group with the most significant number of online education users, their participation attitude and participation intention directly determine the teaching performance of online education. This research will incorporate playfulness teaching and scenario variables that reflect the universities’ ability to respond to emergencies. Based on the technology acceptance model, this research proposes an integrated research model of online education participation intention to investigate university students’ online education participation intention to reveal the key factors and mechanisms that affect online education participation intention. A structural equation model of participation intention is constructed, and 342 valid samples are obtained by questionnaire survey. The empirical results of PLS-SEM show that: (1) students’ participation attitude positively affects their participation intention; (2) the perceived ease of use and usefulness positively affect their participation attitude, and the perceived usefulness and ease of use affect their participation intention through the complete mediation of participation attitude; (3) the perceived playfulness does not have a significant impact on participation attitude but has a positive impact on participation intention; (4) the innovative discovery university support positively moderates the relationship between participation attitude and intention during such emergencies. The research found that improving students’ attitudes toward participation, perceived ease of use, usefulness, playfulness, and strengthening university support are all helpful to optimize students’ participation intention in online education. At the same time, it also explored operability suggestions for improving the quality of online education and optimizing future education.

ACS Style

Shaofeng Wang; Ahmed Tlili; Lixin Zhu; Junfeng Yang. Do Playfulness and University Support Facilitate the Adoption of Online Education in a Crisis? COVID-19 as a Case Study Based on the Technology Acceptance Model. Sustainability 2021, 13, 9104 .

AMA Style

Shaofeng Wang, Ahmed Tlili, Lixin Zhu, Junfeng Yang. Do Playfulness and University Support Facilitate the Adoption of Online Education in a Crisis? COVID-19 as a Case Study Based on the Technology Acceptance Model. Sustainability. 2021; 13 (16):9104.

Chicago/Turabian Style

Shaofeng Wang; Ahmed Tlili; Lixin Zhu; Junfeng Yang. 2021. "Do Playfulness and University Support Facilitate the Adoption of Online Education in a Crisis? COVID-19 as a Case Study Based on the Technology Acceptance Model." Sustainability 13, no. 16: 9104.

Journal article
Published: 17 May 2021 in Sustainability
Reads 0
Downloads 0

Digital learning competence (DLC) can help students learn effectively in digital learning environments. However, most of the studies in the literature focused on digital competencies in general without paying specific attention to learning. Therefore, this paper developed a DLC framework based on a comprehensive literature review, which consists of six dimensions, namely technology use, cognitive processing, digital reading skill, time-management, peer management and will management. This study then developed a scale to assess these competencies where 3473 middle school students participated in the scale validation process. Specifically, exploratory factor analysis, confirmatory factor analysis and item discrimination were used to validate this scale. The six dimensions accounted for 58.66% of the total variance of the scale. The overall internal consistency coefficient was 0.94 for the scale. The results showed that the developed DLC scale is a valid and reliable instrument for assessing middle school students’ digital learning competence. The findings of this study can help teachers and specialists to improve the competencies of their learners by providing a new validated scale that could be used to assess learners and identify their DLC weakness, hence provide the needed trainings accordingly.

ACS Style

Junfeng Yang; Ahmed Tlili; Ronghuai Huang; Rongxia Zhuang; Kaushal Bhagat. Development and Validation of a Digital Learning Competence Scale: A Comprehensive Review. Sustainability 2021, 13, 5593 .

AMA Style

Junfeng Yang, Ahmed Tlili, Ronghuai Huang, Rongxia Zhuang, Kaushal Bhagat. Development and Validation of a Digital Learning Competence Scale: A Comprehensive Review. Sustainability. 2021; 13 (10):5593.

Chicago/Turabian Style

Junfeng Yang; Ahmed Tlili; Ronghuai Huang; Rongxia Zhuang; Kaushal Bhagat. 2021. "Development and Validation of a Digital Learning Competence Scale: A Comprehensive Review." Sustainability 13, no. 10: 5593.

Journal article
Published: 22 March 2021 in Sustainability
Reads 0
Downloads 0

The COVID-19 pandemic revealed the need for new innovative methods to effectively maintain education in times of crisis and uncertainty. This study first presents the Online-Merge-Offline (OMO) learning approach, a way of learning that caters to the new needs of students and teachers in the post-COVID-19 era. OMO learning utilizes a hybrid infrastructure that combines Open Educational Practices and real-time learning spaces, both online and offline. This study then discusses the early results of a pilot experiment investigating OMO learning in China for three months from three dimensions: space design requirements, technological considerations, and pedagogical considerations. A qualitative, two-stage study focused on content analysis and a multiple-case study were carried out in the context of courses about English language learning with 30 teachers and students. The obtained findings showed that, although both teachers and students had a positive attitude towards OMO learning, they mentioned that a comprehensive set of core and functional competencies are needed—including the use of online platforms, communication skills, class management, and the effective use of resources. Additionally, the findings showed that more effort should be paid to classroom design, such as infrastructure, to efficiently support OMO learning. This study exemplifies a new approach toward the future of education to ensure sustainable education in this complex and uncertain world.

ACS Style

Ronghuai Huang; Ahmed Tlili; Huanhuan Wang; Yihong Shi; Curtis Bonk; Junfeng Yang; Daniel Burgos. Emergence of the Online-Merge-Offline (OMO) Learning Wave in the Post-COVID-19 Era: A Pilot Study. Sustainability 2021, 13, 3512 .

AMA Style

Ronghuai Huang, Ahmed Tlili, Huanhuan Wang, Yihong Shi, Curtis Bonk, Junfeng Yang, Daniel Burgos. Emergence of the Online-Merge-Offline (OMO) Learning Wave in the Post-COVID-19 Era: A Pilot Study. Sustainability. 2021; 13 (6):3512.

Chicago/Turabian Style

Ronghuai Huang; Ahmed Tlili; Huanhuan Wang; Yihong Shi; Curtis Bonk; Junfeng Yang; Daniel Burgos. 2021. "Emergence of the Online-Merge-Offline (OMO) Learning Wave in the Post-COVID-19 Era: A Pilot Study." Sustainability 13, no. 6: 3512.

Journal article
Published: 02 July 2019 in Computers & Education
Reads 0
Downloads 0

The advancement of the Internet technology has changed the way how different types of classrooms can be created including the blending of multiple physical classrooms, synchronous cyber classrooms and asynchronous cyber classrooms. Classes in rural and urban schools could be fully integrated together by using various synchronous tools such as video conferencing systems, electronic whiteboards, interactive response systems, etc. The way of fully integrating two or more physical classrooms together to support online real-time interaction among teachers and students in different locations is called Blended Synchronous Classroom (BSC) in this study. Rural schools cannot attract enough number of good teachers which creates a serious problem of education inequality. A promising solution to this problem is to bring good teachers from urban schools to rural schools by using BSC approach. In this study, a two-year long project of applying BSC approach in two primary schools in Ningbo China is reported, and the effectiveness of BSC is explored through comparative analysis, questionnaire survey and classroom video analysis. The results of this study include: (1) students' learning performance in rural school was improved significantly after the two-year practice of BSC; (2) there are no significant differences in the perceptions of the efficiency of BSC between students in local class and remote class; (3) teachers pay equal attention to students in both local and remote classrooms is the key factor to the success of BSC implementation. The large-scale application of BSC to deal with urban-rural divide is discussed based on the results.

ACS Style

Junfeng Yang; Huiju Yu; Nian-Shing Chen. Using blended synchronous classroom approach to promote learning performance in rural area. Computers & Education 2019, 141, 103619 .

AMA Style

Junfeng Yang, Huiju Yu, Nian-Shing Chen. Using blended synchronous classroom approach to promote learning performance in rural area. Computers & Education. 2019; 141 ():103619.

Chicago/Turabian Style

Junfeng Yang; Huiju Yu; Nian-Shing Chen. 2019. "Using blended synchronous classroom approach to promote learning performance in rural area." Computers & Education 141, no. : 103619.

Conference paper
Published: 04 July 2015 in Transactions on Petri Nets and Other Models of Concurrency XV
Reads 0
Downloads 0

Smart classroom has been considered as an important way to provide easy and engaged learning for the digital learners. Research on the elements, structures, and designs of smart classroom has been carried out a lot, but little attention has been paid to the evaluation of smart classroom. Classroom environment is closely related to students’ learning performance. In order to optimize the classroom environment for digital learners, a new framework to evaluate smart classroom was proposed. Based on the framework, a Smart Classroom Evaluation Questionnaire (SCEQ) was developed. A total of 236 students from two schools validated the questionnaire, revealing seven scales, namely, space, showing, surroundings, accessing, enhancing, collaboration, and engagement, with alpha reliabilities ranging between 0.78 and 0.93 (0.94 for the entire questionnaire). Significant differences were discovered on the seven scales between the two schools, the reasons of which were analyzed, and suggestions were provided for improving the classroom environment.

ACS Style

Ronghuai Huang; Junfeng Yang; Yongbin Hu; Xiaochen Wang. Development and Use of a Questionnaire for Evaluating K-12 Smart Classroom. Transactions on Petri Nets and Other Models of Concurrency XV 2015, 218 -230.

AMA Style

Ronghuai Huang, Junfeng Yang, Yongbin Hu, Xiaochen Wang. Development and Use of a Questionnaire for Evaluating K-12 Smart Classroom. Transactions on Petri Nets and Other Models of Concurrency XV. 2015; ():218-230.

Chicago/Turabian Style

Ronghuai Huang; Junfeng Yang; Yongbin Hu; Xiaochen Wang. 2015. "Development and Use of a Questionnaire for Evaluating K-12 Smart Classroom." Transactions on Petri Nets and Other Models of Concurrency XV , no. : 218-230.