Yujuan Guo
Biographic Data
| ID | 7974716 |
|---|---|
| NAME | Yujuan Guo |
| GIVEN NAMES | Yujuan |
| FAMILY NAME | Guo |
| SIGNATURE | GUO Y |
| AFFILIATIONS | Beijing Normal University |
| ORCID | 0000-0001-7995-3012 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
How do learners’ content network characteristics evolve in cMooc from the perspective of clustering and comparing learners
The content network of cMOOC learners reflects the interactions between learners and valuable external information, and the learners in connectivist learning are diverse. Therefore, it's necessary to make a clear understanding of learners' participation types and content network characteristics. This study proposed a content network characteristics analysis model that included five indexes and corresponding computing methods. 251 learners were in…
Analysis and comparison of learners’ epistemic networks based on interaction content in connectivist learning
As an innovative form of course, connectivist massive open online courses (cMOOCs) have attracted widespread participation. Learners in cMOOCs achieve cognitive network development through instructional interactions, but the underlying laws of this development are not yet fully understood. This study aims to contribute to this exploration by focusing on the analysis and comparison of cognitive networks, as represented by interaction content, amon…
How do learners participate in interaction in different types of discussion topics and learning tools of cMoocs
This study aims to explore learners’ interaction performance in different types of cMOOC discussion topics and learning tools. The discussion topic is the problem context and communication framework, and online forums and blogs are typical learning tools containing discussion topics. This study focused on 5 types of forum discussion topics and 4 types of blog discussion topics in cMOOCs and took 3 dimensions to represent interaction performance. …
Synaptic Ultrastructure Might Be Involved in HCN1-Related BDNF mRNA in Withdrawal-Anxiety After Ethanol Dependence
Withdrawal from ethanol dependence has been associated with heightened anxiety and reduced expression of Brain-derived neurotropic factor which promotes the synaptic transmission and plasticity of synapses. Hyperpolarization-activated cyclic nucleotide-gated channel 1 regulates expression; however, whether Hyperpolarization-activated cyclic nucleotide-gated channel 1-related Brain-derived neurotropic factor is involved in the synaptic ultrastruct…
No prominent works on this page.
Synaptic Ultrastructure Might Be Involved in HCN1-Related BDNF mRNA in Withdrawal-Anxiety After Ethanol Dependence
Withdrawal from ethanol dependence has been associated with heightened anxiety and reduced expression of Brain-derived neurotropic factor which promotes the synaptic transmission and plasticity of synapses. Hyperpolarization-activated cyclic nucleotide-gated channel 1 regulates expression; however, whether Hyperpolarization-activated cyclic nucleotide-gated channel 1-related Brain-derived neurotropic factor is involved in the synaptic ultrastruct…
How do learners participate in interaction in different types of discussion topics and learning tools of cMoocs
This study aims to explore learners’ interaction performance in different types of cMOOC discussion topics and learning tools. The discussion topic is the problem context and communication framework, and online forums and blogs are typical learning tools containing discussion topics. This study focused on 5 types of forum discussion topics and 4 types of blog discussion topics in cMOOCs and took 3 dimensions to represent interaction performance. …
How do learners’ content network characteristics evolve in cMooc from the perspective of clustering and comparing learners
The content network of cMOOC learners reflects the interactions between learners and valuable external information, and the learners in connectivist learning are diverse. Therefore, it's necessary to make a clear understanding of learners' participation types and content network characteristics. This study proposed a content network characteristics analysis model that included five indexes and corresponding computing methods. 251 learners were in…
Analysis and comparison of learners’ epistemic networks based on interaction content in connectivist learning
As an innovative form of course, connectivist massive open online courses (cMOOCs) have attracted widespread participation. Learners in cMOOCs achieve cognitive network development through instructional interactions, but the underlying laws of this development are not yet fully understood. This study aims to contribute to this exploration by focusing on the analysis and comparison of cognitive networks, as represented by interaction content, amon…
Computer Science (3 works) · Mathematics education (3 works) · Online Learning and Analytics (3 works) · Psychology (3 works) · Educational technology (2 works) · Innovative Teaching and Learning Methods (2 works) · Mathematics (2 works) · Online and Blended Learning (2 works) · Advanced Computing and Algorithms (1 work) · Artificial Intelligence (1 work)