Yukiko Maeda
Biographic Data
| ID | 5182131 |
|---|---|
| NAME | Yukiko Maeda |
| GIVEN NAMES | Yukiko |
| FAMILY NAME | Maeda |
| SIGNATURE | MAEDA Y |
| AFFILIATIONS | Purdue University West Lafayette |
| ORCID | 0000-0001-5903-6823 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 19 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Scaffolding systematic reviews in learning design and technology through mentoring and AI integration
Systematic reviews (SRs) are increasingly conducted in the field of Learning Design and Technology, reflecting both the growth of the field and the need for rigorous synthesis of diverse literature. Although the existing methodological guidelines provide clear procedures, the practical implementation of SRs is often more complex, particularly for novice researchers. Rather than reintroducing standard SR procedures or presenting a model SR, this p…
Linking shared metacognition to community of inquiry in online graduate courses
The role of professional development experiences, autonomy, and perceptions of school’s climate for multicultural background students in teacher’s self-efficacy in multicultural environments
The present study examined how the professional development experiences, teachers shared multicultural beliefs, and autonomy were related to teachers’ self-efficacy in multicultural environments. In addition, the study assessed the moderated mediating effects of autonomy on the relationship between teachers’ professional development experiences, teachers shared multicultural beliefs, and self-efficacy in multicultural environments. The sample con…
Balancing human and machine coding
Development and techniques in learner model in adaptive e-learning system
The effect of social media use on language learning
The evolution of social presence
Individual differences in preservice teachers’ online self-regulated learning capacity
The effect of preservice teachers’ ICT integration self-efficacy beliefs on their ICT competencies
Development of a critical appraisal tool for assessing the reporting quality of qualitative studies
Instructor Impact on Differences in Teaching Presence Scores in Online Courses
Using three interdependent constructs: social, cognitive, and teaching presence, the Community of Inquiry framework is a theoretical process model of online learning. Specifically, teaching presence contains three sub-elements—(a) facilitation of discourse, (b) direct instruction, and (c) instructional design and organization—that work together to create a collaborative-constructivist learning environment. Data from the Community of Inquiry surve…
Perceptions of science teachers’ growth-mindset practices and U.S. high school students’ initial science identity and its development
High school is a critical period for science identity development. Teacher influences are important but under-researched. Teachers’ growth-mindset practices may help students meet the growing challenges to their ability, achievement, and identity in science and have long-term influences, especially for underrepresented students. We explored U.S. high school students’ perceptions of science teachers’ growth-mindset practices at ninth grade and the…
The qualitative evidence behind the factors impacting online learning experiences as informed by the community of inquiry framework
A meta-analysis addressing the relationship between teaching presence and students’ satisfaction and learning
General Need for Autonomy and Subjective Well-Being
Social presence in relation to students' satisfaction and learning in the online environment
Elicited imitation as a measure of second language proficiency
Elicited imitation (EI) has been widely used to examine second language (L2) proficiency and development and was an especially popular method in the 1970s and early 1980s. However, as the field embraced more communicative approaches to both instruction and assessment, the use of EI diminished, and the construct-related validity of EI scores as a representation of language proficiency was called into question. Current uses of EI, while not discoun…
Elementary students’ perceptions of their classroom activities in China
This study is to investigate whether My Class Activities (MCA; Gentry & Gable, 2001a), an instrument developed to measure students’ perceptions of their classroom activities, yields valid data when used with elementary students in China after translation into Chinese. The four factors measured by the instrument (Interest, Challenge, Choice, and Enjoyment) are related closely to students’ motivation and optimal learning as described in Chinese lit…
The Preparation of Students From National Science Foundation–Funded and Commercially Developed High School Mathematics Curricula for Their First University Mathematics Course
The selection of K–12 mathematics curricula has become a polarizing issue for schools, teachers, parents, and other educators and has raised important questions about the long-term influence of these curricula. This study examined the impact of participation in either a National Science Foundation–funded or commercially developed mathematics curriculum on the difficulty level of the first university mathematics course a student enrolled in and th…
The Preparation of Students From National Science Foundation–Funded and Commercially Developed High School Mathematics Curricula for Their First University Mathematics Course
The selection of K–12 mathematics curricula has become a polarizing issue for schools, teachers, parents, and other educators and has raised important questions about the long-term influence of these curricula. This study examined the impact of participation in either a National Science Foundation–funded or commercially developed mathematics curriculum on the difficulty level of the first university mathematics course a student enrolled in and th…
The Preparation of Students From National Science Foundation–Funded and Commercially Developed High School Mathematics Curricula for Their First University Mathematics Course
The selection of K–12 mathematics curricula has become a polarizing issue for schools, teachers, parents, and other educators and has raised important questions about the long-term influence of these curricula. This study examined the impact of participation in either a National Science Foundation–funded or commercially developed mathematics curriculum on the difficulty level of the first university mathematics course a student enrolled in and th…
Elicited imitation as a measure of second language proficiency
Elicited imitation (EI) has been widely used to examine second language (L2) proficiency and development and was an especially popular method in the 1970s and early 1980s. However, as the field embraced more communicative approaches to both instruction and assessment, the use of EI diminished, and the construct-related validity of EI scores as a representation of language proficiency was called into question. Current uses of EI, while not discoun…
Elementary students’ perceptions of their classroom activities in China
This study is to investigate whether My Class Activities (MCA; Gentry & Gable, 2001a), an instrument developed to measure students’ perceptions of their classroom activities, yields valid data when used with elementary students in China after translation into Chinese. The four factors measured by the instrument (Interest, Challenge, Choice, and Enjoyment) are related closely to students’ motivation and optimal learning as described in Chinese lit…
Social presence in relation to students' satisfaction and learning in the online environment
General Need for Autonomy and Subjective Well-Being
A meta-analysis addressing the relationship between teaching presence and students’ satisfaction and learning
Instructor Impact on Differences in Teaching Presence Scores in Online Courses
Using three interdependent constructs: social, cognitive, and teaching presence, the Community of Inquiry framework is a theoretical process model of online learning. Specifically, teaching presence contains three sub-elements—(a) facilitation of discourse, (b) direct instruction, and (c) instructional design and organization—that work together to create a collaborative-constructivist learning environment. Data from the Community of Inquiry surve…
Perceptions of science teachers’ growth-mindset practices and U.S. high school students’ initial science identity and its development
High school is a critical period for science identity development. Teacher influences are important but under-researched. Teachers’ growth-mindset practices may help students meet the growing challenges to their ability, achievement, and identity in science and have long-term influences, especially for underrepresented students. We explored U.S. high school students’ perceptions of science teachers’ growth-mindset practices at ninth grade and the…
The qualitative evidence behind the factors impacting online learning experiences as informed by the community of inquiry framework
Individual differences in preservice teachers’ online self-regulated learning capacity
The effect of preservice teachers’ ICT integration self-efficacy beliefs on their ICT competencies
Development of a critical appraisal tool for assessing the reporting quality of qualitative studies
The evolution of social presence
The role of professional development experiences, autonomy, and perceptions of school’s climate for multicultural background students in teacher’s self-efficacy in multicultural environments
The present study examined how the professional development experiences, teachers shared multicultural beliefs, and autonomy were related to teachers’ self-efficacy in multicultural environments. In addition, the study assessed the moderated mediating effects of autonomy on the relationship between teachers’ professional development experiences, teachers shared multicultural beliefs, and self-efficacy in multicultural environments. The sample con…
Balancing human and machine coding
Development and techniques in learner model in adaptive e-learning system
The effect of social media use on language learning
Scaffolding systematic reviews in learning design and technology through mentoring and AI integration
Systematic reviews (SRs) are increasingly conducted in the field of Learning Design and Technology, reflecting both the growth of the field and the need for rigorous synthesis of diverse literature. Although the existing methodological guidelines provide clear procedures, the practical implementation of SRs is often more complex, particularly for novice researchers. Rather than reintroducing standard SR procedures or presenting a model SR, this p…
Linking shared metacognition to community of inquiry in online graduate courses
Psychology (11 works) · Computer Science (9 works) · Mathematics education (8 works) · Online and Blended Learning (7 works) · Innovative Teaching and Learning Methods (5 works) · Sociology (4 works) · Cognition (3 works) · Community of inquiry (3 works) · Educational technology (3 works) · Impact of Technology on Adolescents (3 works)