Hengtao Tang
Biographic Data
| ID | 3941395 |
|---|---|
| NAME | Hengtao Tang |
| GIVEN NAMES | Hengtao |
| FAMILY NAME | Tang |
| SIGNATURE | TANG H |
| AFFILIATIONS | University of South Carolina |
| ORCID | 0000-0002-8846-7654 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Fostering Rural High School Students’ Creativity Through Making and Tinkering with 3D Printing
Creativity has been a key driver of innovation; thus, cultivating creative problem solvers is a central goal of STEM education. Making and tinkering practices supported by 3D printing offer a promising avenue for fostering creativity, particularly because the relatively low cost and accessibility of 3D printing make such opportunities feasible in rural educational settings. However, empirical evidence linking these practices to measurable gains i…
Examining the Relationships Between Students’ Achievement Goals and Their Academic Achievement in an OER-Based Course
Open Educational Resources (OER) have emerged as a cost-effective alternative to traditional commercial textbooks in higher education, towards the goal of alleviating college students’ financial burden of educational expenses. However, mixed findings about the influences of the integration of OER on student learning are present. To address the gap, this study investigated whether student motivation in OER served as a latent factor that impacts th…
Enhancing rural students’ perceived relevance and career interest in engineering through 3D printing
Introduction Engineering education has the potential to create meaningful career pathways for rural students by empowering them to address local challenges and contribute to their communities. However, rural students remain underrepresented in engineering, often due to a perceived disconnect between traditional curricula and their lived experiences. To bridge this gap, integrating 3D printing to connect learning with local context may be a viable…
Motivation in online course design using self-determination theory
With continued growth in online learning, motivation remains a key factor in persistence and achievement. Online mathematics students struggle with self-regulation and self-efficacy. As reported by Ryan and Deci (Self-determination theory: basic psychological needs in motivation, development, and wellness, Guilford Press, 2017, https://doi.org/10.3233/EFI-2004-22201 ), in their well-established self-determination theory, contended that satisfying…
Self-regulated learning and video annotation in a high school acting classroom
This research sought to answer the question about what students learnt from a self-regulated learning (SRL) video annotation tool in a hybrid secondary acting classroom. SRL is an important skill for students to self-direct their own learning processes. For the intervention, students engaged in a series of SRL activities through the video annotation tool, VideoAnt , for six weeks during the distance learning period. A convergent parallel mixed me…
Understanding College Students’ Behavioral Patterns in a Blended Learning Class
High school students’ data modeling practices and processes
It’s critical to foster artificial intelligence (AI) literacy for high school students, the first generation to grow up surrounded by AI, to understand working mechanism of data-driven AI technologies and critically evaluate automated decisions from predictive models. While efforts have been made to engage youth in understanding AI through developing machine learning models, few provided in-depth insights into the nuanced learning processes. In t…
Development and validation of the peer assessment motivation scale (Pams) in higher education
Measurement of students’ peer assessment motivation is critical to understand how they participate in such activities in higher education. The current study was conducted to develop and validate a brief scale that measures student peer assessment motivation in higher education using the Expectancy-Value Theory (EVT). Initial items were developed, revised, and administered to 369 students. Exploratory factor analyses suggested a three-factor model…
Self-regulated learner profiles in Moocs
Self-regulated learning is a crucial skill that may enable massive numbers of learners to thrive in MOOCs, but MOOC learners differ in their self-regulated learning skills, as low self-regulated learners need support to regulate their learning process in MOOCs. Designing self-regulated learning scaffoldings builds upon an accurate appraisal of learners’ self-regulated learning and also a person-centered understanding of self-regulated learner pro…
Learning programming through robots
Corroborating a sorting task measure of individual and of local collective knowledge structure
Untangling chaos in discussion forums
Implementing open educational resources in digital education
Improving K-12 Teachers’ Acceptance of Open Educational Resources by Open Educational Practices
Teachers in K-12 settings increasingly demand instructional materials beyond textbooks to follow the upward momentum of personalized instruction. Especially during the outbreak of COVID-19, K-12 teachers are forced to quickly adapt to online teaching and thus have more difficulties of delivering personalized instruction in a relatively resource-restraint situation. Open educational resources (OER), allowing teachers to retain, reuse, revise, remi…
Person-centered analysis of self-regulated learner profiles in Moocs
Teaching teachers to use technology through massive open online course
Examining the associations between educators’ ethics position and ethical judgment in student assessment practices
Massive open online courses for professional certificate programs? Perspectives on professional learners’ longitudinal participation patterns
Massive open online courses (MOOCs) have been integrated into higher education systems as an option for delivering online professional degree and certificate programs; however, concerns about whether employed professionals actively participate in MOOCs remain unresolved. Some researchers have described learners’ employment as the major cause of attrition from MOOCs, but research has not addressed how employed learners interact with MOOCs over tim…
A Qualitative Inquiry of K–12 Teachers’ Experience with Open Educational Practices
Teachers in K–12 schools have shown an increasing desire for open educational resources (OER) to ensure all students can learn effectively. OER provide teachers with free access to open-licensed educational resources that they can retain, reuse, revise, remix, and redistribute for personalized instruction. Open educational practices (OEP) have been considered a pathway to reinforce the acceptance and readiness of K–12 teachers to use OER. This re…
Understanding K‐12 teachers’ intention to adopt open educational resources
Teachers in K‐12 settings often teach out of textbooks in order to provide differentiated instruction. Open educational resources (OER) might be an effective alternative to traditional textbooks for K‐12 teachers because of a free access to a rich collection of open‐licensed educational materials. Understanding how to encourage teachers to accept OER is thus critical. However, existing evidence mainly concerns the advantage of OER in cost reducti…
Reflections on World Education Day 2017
No prominent works on this page.
Reflections on World Education Day 2017
A Qualitative Inquiry of K–12 Teachers’ Experience with Open Educational Practices
Teachers in K–12 schools have shown an increasing desire for open educational resources (OER) to ensure all students can learn effectively. OER provide teachers with free access to open-licensed educational resources that they can retain, reuse, revise, remix, and redistribute for personalized instruction. Open educational practices (OEP) have been considered a pathway to reinforce the acceptance and readiness of K–12 teachers to use OER. This re…
Understanding K‐12 teachers’ intention to adopt open educational resources
Teachers in K‐12 settings often teach out of textbooks in order to provide differentiated instruction. Open educational resources (OER) might be an effective alternative to traditional textbooks for K‐12 teachers because of a free access to a rich collection of open‐licensed educational materials. Understanding how to encourage teachers to accept OER is thus critical. However, existing evidence mainly concerns the advantage of OER in cost reducti…
Implementing open educational resources in digital education
Improving K-12 Teachers’ Acceptance of Open Educational Resources by Open Educational Practices
Teachers in K-12 settings increasingly demand instructional materials beyond textbooks to follow the upward momentum of personalized instruction. Especially during the outbreak of COVID-19, K-12 teachers are forced to quickly adapt to online teaching and thus have more difficulties of delivering personalized instruction in a relatively resource-restraint situation. Open educational resources (OER), allowing teachers to retain, reuse, revise, remi…
Person-centered analysis of self-regulated learner profiles in Moocs
Teaching teachers to use technology through massive open online course
Examining the associations between educators’ ethics position and ethical judgment in student assessment practices
Massive open online courses for professional certificate programs? Perspectives on professional learners’ longitudinal participation patterns
Massive open online courses (MOOCs) have been integrated into higher education systems as an option for delivering online professional degree and certificate programs; however, concerns about whether employed professionals actively participate in MOOCs remain unresolved. Some researchers have described learners’ employment as the major cause of attrition from MOOCs, but research has not addressed how employed learners interact with MOOCs over tim…
Self-regulated learner profiles in Moocs
Self-regulated learning is a crucial skill that may enable massive numbers of learners to thrive in MOOCs, but MOOC learners differ in their self-regulated learning skills, as low self-regulated learners need support to regulate their learning process in MOOCs. Designing self-regulated learning scaffoldings builds upon an accurate appraisal of learners’ self-regulated learning and also a person-centered understanding of self-regulated learner pro…
Learning programming through robots
Corroborating a sorting task measure of individual and of local collective knowledge structure
Untangling chaos in discussion forums
High school students’ data modeling practices and processes
It’s critical to foster artificial intelligence (AI) literacy for high school students, the first generation to grow up surrounded by AI, to understand working mechanism of data-driven AI technologies and critically evaluate automated decisions from predictive models. While efforts have been made to engage youth in understanding AI through developing machine learning models, few provided in-depth insights into the nuanced learning processes. In t…
Development and validation of the peer assessment motivation scale (Pams) in higher education
Measurement of students’ peer assessment motivation is critical to understand how they participate in such activities in higher education. The current study was conducted to develop and validate a brief scale that measures student peer assessment motivation in higher education using the Expectancy-Value Theory (EVT). Initial items were developed, revised, and administered to 369 students. Exploratory factor analyses suggested a three-factor model…
Understanding College Students’ Behavioral Patterns in a Blended Learning Class
Enhancing rural students’ perceived relevance and career interest in engineering through 3D printing
Introduction Engineering education has the potential to create meaningful career pathways for rural students by empowering them to address local challenges and contribute to their communities. However, rural students remain underrepresented in engineering, often due to a perceived disconnect between traditional curricula and their lived experiences. To bridge this gap, integrating 3D printing to connect learning with local context may be a viable…
Motivation in online course design using self-determination theory
With continued growth in online learning, motivation remains a key factor in persistence and achievement. Online mathematics students struggle with self-regulation and self-efficacy. As reported by Ryan and Deci (Self-determination theory: basic psychological needs in motivation, development, and wellness, Guilford Press, 2017, https://doi.org/10.3233/EFI-2004-22201 ), in their well-established self-determination theory, contended that satisfying…
Self-regulated learning and video annotation in a high school acting classroom
This research sought to answer the question about what students learnt from a self-regulated learning (SRL) video annotation tool in a hybrid secondary acting classroom. SRL is an important skill for students to self-direct their own learning processes. For the intervention, students engaged in a series of SRL activities through the video annotation tool, VideoAnt , for six weeks during the distance learning period. A convergent parallel mixed me…
Fostering Rural High School Students’ Creativity Through Making and Tinkering with 3D Printing
Creativity has been a key driver of innovation; thus, cultivating creative problem solvers is a central goal of STEM education. Making and tinkering practices supported by 3D printing offer a promising avenue for fostering creativity, particularly because the relatively low cost and accessibility of 3D printing make such opportunities feasible in rural educational settings. However, empirical evidence linking these practices to measurable gains i…
Examining the Relationships Between Students’ Achievement Goals and Their Academic Achievement in an OER-Based Course
Open Educational Resources (OER) have emerged as a cost-effective alternative to traditional commercial textbooks in higher education, towards the goal of alleviating college students’ financial burden of educational expenses. However, mixed findings about the influences of the integration of OER on student learning are present. To address the gap, this study investigated whether student motivation in OER served as a latent factor that impacts th…
Psychology (18 works) · Computer Science (16 works) · Mathematics education (15 works) · Pedagogy (11 works) · Online Learning and Analytics (9 works) · Educational technology (8 works) · Innovative Teaching and Learning Methods (8 works) · Artificial Intelligence (5 works) · Knowledge management (5 works) · Open Education and E-Learning (5 works)