Jane Yin-Kim Yau
Biographic Data
| ID | 9103487 |
|---|---|
| NAME | Jane Yin-Kim Yau |
| GIVEN NAMES | Jane Yin-Kim |
| FAMILY NAME | Yau |
| SIGNATURE | YAU J Y |
| AFFILIATIONS | Malmö University |
| ORCID | 0000-0001-6688-7079 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Towards a comprehensive framework of social presence for online, hybrid, and blended learning
Social presence, which refers to the psychological phenomenon of perceiving other persons in technology mediated communication as “real” and with whom one can connect, has gained an increasing interest by teachers and researchers involved in designing online, hybrid, and blended learning environments, particularly group learning settings known as computer-supported collaborative learning (CSCL). While some scholars attribute social presence prima…
Emotional and motivational effects of automated and personalized formative feedback
Utilising learning analytics to support study success in higher education
Study success includes the successful completion of a first degree in higher education to the largest extent, and the successful completion of individual learning tasks to the smallest extent. Factors affecting study success range from individual dispositions (e.g., motivation, prior academic performance) to characteristics of the educational environment (e.g., attendance, active learning, social embeddedness). Recent developments in learning ana…
Source-code plagiarism in universities
There has been much research and discussion relating to variations in plagiaristic activity observed in students from different demographic backgrounds. Differences in behaviour have been noted in many studies, although the underlying reasons are still a matter of debate. Existing work focuses mainly on textual plagiarism, and most often derives results by studying (small) groups of overseas students studying in a Western context. This study inve…
Source Code Plagiarism—A Student Perspective
This paper considers the problem of source code plagiarism by students within the computing disciplines and reports the results of a survey of students in Computing departments in 18 institutions in the U.K. This survey was designed to investigate how well students understand the concept of source code plagiarism and to discover what, if any, specific aspects might cause particular confusion. An analysis of the results was carried out to assess u…
No prominent works on this page.
Source Code Plagiarism—A Student Perspective
This paper considers the problem of source code plagiarism by students within the computing disciplines and reports the results of a survey of students in Computing departments in 18 institutions in the U.K. This survey was designed to investigate how well students understand the concept of source code plagiarism and to discover what, if any, specific aspects might cause particular confusion. An analysis of the results was carried out to assess u…
Source-code plagiarism in universities
There has been much research and discussion relating to variations in plagiaristic activity observed in students from different demographic backgrounds. Differences in behaviour have been noted in many studies, although the underlying reasons are still a matter of debate. Existing work focuses mainly on textual plagiarism, and most often derives results by studying (small) groups of overseas students studying in a Western context. This study inve…
Utilising learning analytics to support study success in higher education
Study success includes the successful completion of a first degree in higher education to the largest extent, and the successful completion of individual learning tasks to the smallest extent. Factors affecting study success range from individual dispositions (e.g., motivation, prior academic performance) to characteristics of the educational environment (e.g., attendance, active learning, social embeddedness). Recent developments in learning ana…
Towards a comprehensive framework of social presence for online, hybrid, and blended learning
Social presence, which refers to the psychological phenomenon of perceiving other persons in technology mediated communication as “real” and with whom one can connect, has gained an increasing interest by teachers and researchers involved in designing online, hybrid, and blended learning environments, particularly group learning settings known as computer-supported collaborative learning (CSCL). While some scholars attribute social presence prima…
Emotional and motivational effects of automated and personalized formative feedback
Psychology (4 works) · Computer Science (3 works) · Mathematics education (3 works) · Academic integrity and plagiarism (2 works) · Artificial Intelligence (2 works) · Human–computer interaction (2 works) · Social Psychology (2 works) · Sociology (2 works) · Affect (linguistics) (1 works) · Applied Psychology (1 works)