Where is the "theory" within the field of educational technology research? - Khe Foon Hew; Min Lan; Ying Tang 005; Chengyuan Jia; Chung Kwan Lo (Br. J. Educ. Technol., 2019)

Does Flipped Classroom Improve Student Cognitive and Behavioral Outcomes in STEM Subjects? Evidence from a Second-Order Meta-Analysis and Validation Study. - Khe Foon Hew; Shurui Bai; Weijiao Huang; Jiahui Du; Guoyuhui Huang; Chengyuan Jia; Thankrit Khongjan (ICBL, 2020)

Using Chatbots in Flipped Learning Online Sessions: Perceived Usefulness and Ease of Use. - Khe Foon Hew; Weijiao Huang; Jiahui Du; Chengyuan Jia (ICBL, 2021)

From top to bottom: How positions on different types of leaderboard may affect fully online student learning performance, intrinsic motivation, and course engagement. - Shurui Bai; Khe Foon Hew; Michael Sailer; Chengyuan Jia (Comput. Educ., 2021)

Designing a Recommendation Approach to Scaffold Self-regulated Learning in Fully Online Flipped Classroom. - Jiahui Du; Khe Foon Hew; Chengyuan Jia; Liuyufeng Li (ICBL, 2022)

Exploring the use of chatbot to promote online EFL students' behavioral, cognitive, and emotional engagements. - Xinyi Luo; Weijiao Huang; Khe Foon Hew; Chengyuan Jia; Xiangjie Cao (ICCE, 2023)

Towards a fully online flipped classroom model to support student learning outcomes and engagement: A 2-year design-based study. - Chengyuan Jia; Khe Foon Hew; Jiahui Du; Liuyufeng Li (Internet High. Educ., 2023)

Using chatbots to support student goal setting and social presence in fully online activities: learner engagement and perceptions. - Khe Foon Hew; Weijiao Huang; Jiahui Du; Chengyuan Jia (J. Comput. High. Educ., 2023)

Student disengagement in web-based videoconferencing supported online learning: an activity theory perspective. - Gulipari Maimaiti; Chengyuan Jia; Khe Foon Hew (Interact. Learn. Environ., 2023)