Articles from Online@JSU

Best Practices in Teaching & Learning

Peer-Reviewed, Published Articles

  • Christensen, E., Tseng, H., & Walsh, E. J. (2016). A case study in General Physics I. In L. Santos Green, J. R. Banas, & R. Perkins (Eds.), The flipped college classroom: Conceptualized and re-conceptualized. New York: Springer.
  • Eubanks, J.-F., Yeh, H.-T., & Tseng, H. (2018). Learning Chinese through a 21st - Century Writing Workshop with the integration of mobile technology in a language Immersion elementary school. Computer Assisted Language Learning, 31(4), 346-366.
  • Kuo, Y.-C., Tseng. H., & Kuo, Y.-T. (2020). Internet self-efficacy, self-regulation, and student performance: African-American adult students in online learning. International Journal on E-Learning, 19(2), 161-180.
  • Ku, H.-Y., Tseng, H. W., & Akarasriworn, C. (2013). Collaboration factors, teamwork satisfaction, and student attitudes toward online collaborative learning. Computers in Human Behavior, 29(3), 922-929.
  • Tang, Y., Tseng, H., Vann, C. P. (2020). Unwrap citation count, Altmetric Attention Score, and Mendeley readership status of highly cited articles in the top-tier LIS journals. Global Knowledge, Memory, and Communication, 69(8/9), 653-664.
  • Tang, Y., & Tseng, H. (2017). Undergraduate student information self-efficacy and library intervention. Library Review, 66(6/7), 468-481.
  • Tang, Y., & Tseng, H. W. (2014). Distance students’ attitude towards library help-seeking. Journal of Academic Librarianship, 40(3-4), 307-312.
  • Tang, Y., & Tseng, H. W. (2013). Distance learners’ self-efficacy and information literacy skills. Journal of Academic Librarianship, 39(6), 517–521.
  • Tseng, H., & Hill, L. (2020). The Impact of High-Fidelity Simulation on Nursing Student’s Flexible and Reflective Thinking in Higher Education. Higher Learning Research Communications, 10 (2). 
  • Tseng, H., Kuo, Y.-C., Walsh, J. (2020). Exploring first-time online undergraduate and graduate students’ growth mindsets and flexible thinking and their relations to online learning engagement. Educational Technology Research and Development, 68, 2285–2303.
  • Tseng, H., Yi, X., & Yeh, H.-T. (2019). Learning-related soft skills among online business students in higher education: Grade level and managerial role differences in self-regulation, motivation, and social skill. Computers in Human Behavior, 95, 179-186.
  • Tseng, H., Yeh, H.-T., & Tang, Y. (2019). A close look at trust among team members in online learning communities. International Journal of Distance Education Technologies, 17(1), 52-65.
  • Tseng, H., Gardner, T., & Yeh, H.-T. (2016). Enhancing students' self-efficacy, elaboration, and critical thinking skills in a collaborative educator preparation program. Quarterly Review of Distance Education, 17(2), 15-28.
  • Tseng, H., & Walsh, E. J. (2016). Blended vs. traditional course delivery: Comparing students’ motivation, learning outcomes, and preferences. Quarterly Review of Distance Education, 17(1), 43-52.
  • Tseng, H. W., Tang, Y., & Morris, B. (2016). Evaluation of iTunes University courses through instructional design strategies and m-learning framework. Educational Technology and Society, 19(1), 199-210.
  • Tseng, H. W., & Yeh, H.-T. (2013). Team members’ perceptions of online teamwork learning experiences and building teamwork trust: A qualitative study. Computers & Education, 63, 1-9.