计算机支持的合作学习，元认知与调控，学习分析，知识创新（知识建构）教学法与评价，高阶思维能力，计算思维

教育背景：
2009.09-2011.08   Research Associate（研究助理）新加坡 南洋理工大学 国立教育学院 学习科学与技术系；
2009.06 华南师范大学 教育学硕士(导师：焦建利 教授）；   
2006.07 曲阜师范大学 教育学学士；
 
工作经历：
2016.11- ，副教授 华中师范大学 教育信息技术学院；
2016.09 ， The University of Hong Kong（香港大学）博士信息技术研究   （导师：Jan van Aalst和Carol  Chan教授） ；

期刊论文(主要代表作)：
1.Yang, Y.*, van Aalst, J., & Chan, C. K. K.(2020). Dynamics of reflective assessment and knowledge building for academically low-achieving students.American Educational Research Journal,57(3), 1241-1289. [SSCIQ1,Impact factor=5.013,Ranking:5/263 (Education & Educational Research)]
2.Yang, Y.*,Du, Y., van Aalst, J., Sun, D., & Ouyang, F.(2020).Self-directed reflective assessment for collective empowerment among pre-service teachers.British Journal of Educational Technology, 51(6), 1960-1980.[SSCIQ1, Impact factor=2.951]
3.Yang, Y.*Chen, Q., Yu, Y., Feng, X., & van Aalst, J.(2020). Collective reflective assessment for shared epistemic agency by undergraduates in knowledge building.British Journal of Educational Technology, 51(4), 1136-1154.[SSCIQ1, Impact factor=2.951]
4.Yang, Y.*, Long, Y., Sun, D., van Aalst, J., & Cheng, S. (2020). Fosteringstudents’creativity via educational robotics: An investigation of teachers’ pedagogical practices based on teacher interviews.British Journal of Educational Technology.[SSCIQ1, Impact factor=2.951]
5.Salas-Pilco, S.,&Yang, Y.*(2020). Learning analytics initiatives in Latin America: Implications for educational researchers, practitioners, and decision-makers.British Journal of Educational Technology,51(4), 867-1435.[SSCIQ1, Impact factor=2.951]
6.Sun,D., Looi, C.-K.,Yang, Y.,* & Sun, J. (2020). Design andimplement boundary activity based learning (BABL) principle in science inquiry: An exploratory study.Educational Technology & Society, 23(4), 147-162.[SSCIQ2, Impact factor=2.086].
7.Li, X.,Yang, Y.*, Chu, S. K. W., Zainuddin, Z., & Zhang, Y. (2020). Applying blended synchronous teaching and learning for flexible learning in higher education: an action research study at a university in Hong Kong.Asia Pacific Journal of Education.https://www.tandfonline.com/doi/full/10.1080/02188791.2020.1766417?scroll=top&needAccess=true[SSCIQ4, Impact factor=0.733].
8.Cheng, S., Deng, M.,&Yang, Y.(Online). Social support and student engagement among deaf or hard-of-hearing students.Communication Disorders Quarterly.https://journals.sagepub.com/doi/full/10.1177/1525740120950638. [SSCIQ4, Impact factor=0.863]
9.Yang, Y.(2019). Reflective assessment for epistemic agency of academically low achieving students.Journal of Computer Assisted Learning,35(4): 459-475[SSCIQ2, Impact factor=2.126]
10.Yang, Y. *, van Aalst, J., Chan, C. K. K., & Tian, W. (2016). Reflective assessment in knowledge building by students with low academic achievement.International Journal of Computer-Supported Collaborative Learning,11,281-311. [SSCIQ1, Impact factor=4.028,Ranking: 9/263 (Education & Educational Research)]
11.Wang, Q., Woo, H.L., Quek, C.L.,Yang, Y., & Liu, M. (2012). Using the Facebook group as a learning management system: An exploratory study.British Journal of Educational Technology, 43(3), 428-438.[SSCI Q1, Impact factor =2.951].
12.Yang, Y., Wang, Q., Woo, H. L., & Quek, C. L. (2011). Using Facebook forteaching and learning: A review of the literature.International Journal of Continuing Engineering Education and Life-long learning, 21(1), 72-86.[EI]
 
 CSSCI中文核心期刊代表作：
1.杨玉芹*,徐晨，徐宏敏，&罗恒(2020). 协同反思性评价促进大学生知识创新话语发展的效果研究.中国电化教育.[CSSCI]
2.杨玉芹*，龙彦文，& 孙钰峰 (2019).小学生计算思维培养的过程和策略研究 ——基于对武汉市从事机器人教育的26位教师的深度访谈. 电化教育研究, 12.[CSSCI]
3.杨玉芹*&陈倩倩(2018).知识建构实践的发展过程研究——以香港W中学的“视觉艺术”课程为例.现代教育技术, 5, 12-18. [CSSCI]
4.杨玉芹(2018).反思性评价在协同知识创新能力培养中的应用研究. 中国电化教育, 1, 42-49. [CSSCI]
5.杨玉芹(2014).启发性挫败的设计研究--翻转课堂的实施策略.中国电化教育,11, 111-115.[CSSCI]
6.阮全友&杨玉芹(2014).整合技术的学科和教学知识框架的发展：从TPACK、TSACK 到TMACK.中国远程教育, 11,20-26+96.[CSSCI]
7.杨玉芹*&焦建利(2014). MOOC 学习者个性化学习生态设计框架. 电化教育研究,8, 32-37+56.[CSSCI]
8.杨玉芹(2014).MOOC 自主个性化学习环境设计的策略研究.现代教育技术, 7, 12-18.[CSSCI]
9.杨玉芹(2014). MOOC学习者个性化学习模型建构. 中国电化教育, 6, 6-10.[CSSCI]
10.阮全友&杨玉芹(2014).数字时代新读写素养研究的5P模型.远程教育杂志,1, 40-47.[CSSCI]
11.杨玉芹*&焦建利(2012).教师信息寻求过程研究———以广东省中小学校教师为例. 中国电化教育,1, 13-16+32.[CSSCI]
12.杨玉芹(2012). 不同信息交互风格教师的信息寻求行为研究. 开放教育研究, 4, 66-74.[CSSCI]
131杨玉芹*&阮全友(2012).辩论干预应用于科学素养培养的综述研究. 远程教育杂志,1,52-61.[CSSCI]
14.杨玉芹*& 蔡永 (2011). 强健式学习研究新进展. 开放教育研究,06, 22-33.[CSSCI]
15.杨玉芹*& 钟洪蕊 (2008). 国家精品课程网上资源教学设计与开发的内容分析研究. 中国远程教育, 11, 52-57+80.[CSSCI]
16.杨玉芹(2008). 学习对象的生态设计. 中国电化教育, 10, 10-13.[CSSCI]
17.杨玉芹(2008). 远程学习者信息寻求行为模型分析与评价. 中国电化教育, 05, 38-42.[CSSCI]
18.杨玉芹(2008). 网络信息寻求行为研究理论框架之活动理论. 远程教育杂志, 05, 19-22.[CSSCI]
 
期刊论文（翻译）：
1.Loveless, A. M. (2009).创造力、技术与学习研究新进展(李阳,吉喆&杨玉芹译).远程教育杂志,2009,04,35-40+28.[CSSCI]
2.Fox, E. (2009).利用功能情境主义建构学习和教学的务实科学(杨玉芹译).远程教育杂志,2009,02, 38-42.[CSSCI]
3.Selwyn, N. (2009).技术支持的公民教育新进展(钟洪蕊, &杨玉芹译).远程教育杂志,2009,01,35-39+24.[CSSCI]
4.O’Malley, C., & Fraser, D. S. (2008).有形技术支持的学习新进展(杨玉芹&焦建利译).远程教育杂志,2008,06, 4-13.[CSSCI]
5.Abbott, C. (2008).电子包容：学习困难与数字技术研究新进展(杨玉芹&焦建利译).远程教育杂志,2008,3, 4-11.[CSSCI]
6.Martzoukou, K. (2008).网络信息寻求行为研究新进展(杨玉芹译).远程教育杂志,2008,02, 10-16.[CSSCI]
7.Naismith, L., Lonsdale, P., Vavoula, G., & Sharples, M. (2008).移动技术支持的学习新进展(杨玉芹,钟洪蕊, &焦建利译).远程教育杂志,01, 4-13.[CSSCI]
8.Sefton-Green, J. (2007).技术支持的“非正规学习”研究新进展(侯小杏,杨玉芹, &焦建利译).远程教育杂志,2007,06, 4-15.[CSSCI]
9.Kirriemuir, J., & McFarlane, A. (2007).游戏与学习研究新进展(侯小杏,杨玉芹, &焦建利译).远程教育杂志,2007,05, 4-15.[CSSCI]
10.Kim. K.-S. (2007).熟练Web 用户的搜索行为: 关注控制与情感控制的影响(杨玉芹&焦建利译).远程教育杂志,2007, 02, 31-34.[CSSCI]
 
同行评议的会议论文(部分)：
1.Feng, X., van Aalst, J., Chan, C., &Yang, Y. (2020). Co-designing a collective journey of knowledge creation with Idea-Friend Maps.Proceedings of the 13th International Conference on Learning Sciences.
2.Yang, Y.(2019). Characterizing the dynamics and tensions in the social practices of low-achieving students in a knowledge-building environment. Proceedings of the 6th International Conference on Educational Technologies (ICEdu Tech 2019) (pp. 19-26). Hong Kong, China. [EI]
3.Chang, L., Chen, Q.,Yang, Y.*, Qian, X. (2019). Developing a productive knowledge-building discourse through judgments ofpromising ideas and epistemic reflection. Proceedings of the 6th International Conference on Educational Technologies (ICEdu Tech 2019) (pp. 3-10). Hong Kong, China. [EI]
4.Sun, Y., Long, Y.,Yang, Y.*(2019). Investigating teachers’ pedagogical practices and beliefs regrading developing creative thinking in elementary school students. Proceedings of the 6th International Conference on Educational Technologies (ICEdu Tech 2019) (pp. 166-170). Hong Kong, China. [EI]
5.Chen, Q.,Yang, Y.*, Xu, C. (2019). Investigation of whether undergraduates can take collective cognitive responsibility in the knowledge building process. Proceedings of the 6th International Conference on Educational Technologies(ICEdu Tech 2019) (pp. 187-190). Hong Kong, China. [EI]
6.陈倩倩&杨玉芹*(2019).嵌入反思的知识建构设计对大学生协同知识创新话语发展的效果研究.第23届全球华人计算机教育应用大会论文集(GCCCE 2019,中国•武汉）,2019,5.
7.Yang, Y.*, van Aalst, J., & Chan., C. K. K. (2018). Activity systems analysis of the social practices by low-achieving students in a knowledge-building environment augmented by reflective assessment.Proceedings of the 12th International Conference on Learning Sciences (2018, London).
8.Yang, Y.*, van Aalst, J., & Chan., C. K. K. (2017).Dynamics of reflective assessment of knowledge building discourse by students with low academic achievement.Paper presented at the Annual Meeting of American Educational Research Association (AERA 2017), San Antonio, TX.
9.Yang, Y.*, van Aalst, J., & Chan, C. K. K. (2016). Fostering collective learning through knowledge building among students with low academic achievement. In C. K. Looi, J. L. Polman, U. Cress & P. Reimann (Eds.), Transforming learning, empowering learners:Proceedings of the 12th International Conference on Learning Sciences (ICLS 2016) (Vol. 2, pp. 819-822). Singapore: The International Society of the Learning Sciences.
10.Yang, Y.*, van Aalst, J., Tian. W., & Chan., C. K. K. (2015).Exploring self-directed reflective assessment among low-achieving students. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2015), Chicago, IL.
11.Yang, Y.*, & van Aalst, J. (2015). Assessment and collaborative inquiry: A review of assessment-based interventions in technology-enhanced K-14 education. In O. Lindwall, P. Häkkinen, T. Koschman, P. Tchounikine & S. Ludvigsen (Eds.),Exploring the Material Conditions of Learning: Proceedings of the 11th International Conference on Computer Supported Collaborative Learning (CSCL 2015)(Vol. 1, pp. 190-197). Gothenburg, Sweden: The International Society of the Learning Sciences.
12.Yang, Y.*, van Aalst, J., & Chan, C. K. K. (2012).Exploring patterns of interaction in Knowledge Forum databases using Knowledge Connections Analyzer (KCA).Paper presented at the 16th Annual Knowledge Building Summer Institute, Toronto, Canada.
13.Wang, Q., Woo, H. L., Quek, C. L., &Yang, Y.(2010).Use of Facebook for teaching and learning: A review of the literature. In Q.Y. Wang, S.C. Kong, et al (Eds.), InProceedings of the 14th Global Chinese Conference on Computers in Education (GCCCE) (pp. 776-780).Singapore.

1.在线探究社区中学习者知识建构行为模式的识别及其实证研究，24万,国家自然科学基金青年项目, 2022年1月-2024年12月, 在研，主持
2.数据驱动的反思性评价支持大学生协同知识创新能力发展的实证研究，10万元，教育部人文社会科学规划基金项目，2021年1月-2023年12月，在研，主持
3.基于学习分析的反思性评价培养小学生高阶思维的实证研究，18YJC880107，8万元，教育部人文社会科学青年基金项目，2018年1月-2020年12月，已结题，主持
4.基于学习分析的反思性评价促进大学生创新能力发展的研究与实践，2万元，湖北省高等学校省级教学研究，2019年1月-2020年10月，已结题，主持
5.智能时代教师专业发展理论研究，25万，华中师范大学教师教育专项研究项目，2021年1月-2023年12月，在研，主持
6.数据驱动的反思性评价促进大学生高阶思维能力发展的研究与实践，1万元，华中师范大学教学研究项目，2021年06月-2023年12月，在研，主持
7.“学习科学”学术创新团队，CCNU19TD023，每年10万元，华中师范大学人文社会科学青年学术创新团队建设项目，2019年-2021年，在研，团队负责人
8.面向大规模在线教育的学习者协作会话能力评估模型及干预机制研究, 62077016, 48万,国家自然科学基金面上项目, 2021年1月-2024年12月, 在研，参与
9.基于虚拟现实（VR）技术的儿童交通安全教育创新研究，BCA190085，20万元，国家社会科学基金教育规划国家一般课题，2019年1月-2022年12月，在研，参与
10.在线学习社区知识共享内在机理及动态奖励机制研究，61907021，16万元，国家自然科学基金委员会青年科学基金项目，2020年1月-2022年12月，在研，参与
11.基于学习分析的反思性评价促进不同层次研究生批判-分析-创新思维培养的模式与机制研究，2万元，华中师范大学教学研究项目，2019年1月-2020年12月，已结题，主持
12.反思性评价对社会性共享元认知影响的行为与神经作用机制研究，中央高校基本科研业务费专项资金，2020年-2021年，在研,主持
13.学习分析支持的反思性评价发展后进生知识创新能力的实证研究，CCNU19QN022，8万元，中央高校基本科研业务费专项资金，2019年1月-2019年12月，已结题，主持

1.Chan, C. K. K., &Yang, Y.(2018). Developing scientific inquiry in technology-enhanced learning environments. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Ed.),Second handbook of information technology in primary and secondary education(pp. 161-180). Amsterdam: Springer International Publishing AG.
2.van Aalst, J., Mu, J., &Yang, Y.(2016). Formative assessment of computer-supported collaborative learning and knowledge building. In P. Reimann, S. Bull, M. Kickmeier-Rust, R. Vatrapu & B. Wasson (Eds.),Measuring and visualizing learning in the information-rich classroom(pp. 154-166). New York, NY: Routledge.
3.Jiao, J.,Yang, Y., Zhong, H., & Ren, G. (2016). Improving learning in MOOCs through peer feedback: How is learning improved by providing and receiving feedback? In F.-Q. Lai & J. D. Lehman (Eds.),Learning and Knowledge Analytics in Open Education(pp. 69-87). Switzerland: Springer International Publishing.
4.Yang, Y., & Wang, Q. (2011). Mobile learning in China. In A. G. Abdel-Wahab & A. A. El-Masry (Eds.),Mobile information communication technologies adoption in developing countries(pp. 79-90). US; Hershey, PA: IGI Global.

1.Outstanding Research and Theory Division-Sponsored Accepted Proposal Award (2021), the Association of Educational Communications and Technology Annual Meeting, 2021
2.Best Student Paper Nomination, 25th Global Chinese Conference on Computers in Education, 2021
3.湖北省人才计划资助（2016-2021）
4.访问学者（Visiting Scholar）获 Ting Ka Ping Fund资助，2021年6月，香港教育大学
5.Best Student Paper Nomination, 23th Global Chinese Conference on Computers in Education, 2019
6.Distinguished Paper Award, 2016 AERA (the American Educational Research Association) Annual Meeting, 04/2016
7.香港大学全额奖学金，2011.09-2016.09
8.Best Paper Nomination, 14th Global Chinese Conference on Computers in Education, 2010