Lin, F., & Sun, J.J. (Accepted).
Lessons learned from the COVID-19 pandemic: A practical guide for designing synchronous online teaching in higher education. Information and Learning Sciences.
Lin, F., Zhu, G.X., & Chan, C. K. K. (2023).
Do epistemically more sophisticated students always learn better than epistemically less sophisticated students in a constructivist learning context? Educational Psychology. 583-603.
Lin, F., Low, W. Y., Zhu, G.X., & Teo, C.L. (2023)Examining university instructors’ conceptions and perceived changes in Knowledge Building professional development.
Proceedings of annual meeting of the International Society of the Learning Sciences. P.1058-1061
Lin, F., Lim, L., Lim, W. Y., Ho, Y.Y., & Tan, B. Z. (2023)Validating and applying an adapted OSLQ to examine adult learners’ online self-regulation. Higher education research and development, 1-16.
Zhu, G.X. & Lin, F. (2023)
Teachers Scaffold Student Discourse and Emotions in Knowledge Building Classrooms. Interactive learning environment, 1-18.
Lin F. (2022)Knowledge building approach to teacher professional development. Proceedings of International Conference on Computer in Education (ICCE). P. 678-680.
Lin, F. (2020)
Synergizing the epistemic roles of scaffolds for epistemic practices. Proceedings of the 14th International Conference of the Learning Sciences. P.1803-1804
Chen, B., & Lin, F. (2020)
Representational affordances for computer-supported collaborative learning. In P. Kendeou, P. Van Meter, A. List, & D. Lombardi (Ed.), Handbook of Learning from Multiple Representations and Perspectives. New York, NY: Routledge.
Lin, F., & Puntambekar, S. (2019)
Designing epistemic scaffolding in CSCL. Proceedings of the 13th International Conference on Computer Supported Collaborative Learning. P.597-600. Lyon.
Lin, F., & Chan, C. K. K. (2018)
Examining the role of computer supported knowledge-building discourse for epistemic and conceptual understanding. Journal of Computer Assisted Learning. 34(5), 567-579.
Lin, F., & Chan, C. K. K. (2018)
Promoting elementary-school students’ epistemology of science through computer supported knowledge building discourse and epistemic reflection. International Journal of Science Education. 40(6), 668-687.
Lin, F. (2018)
Characterizing elementary-school students’ epistemology of science: Science as collective theory building process. The Asia-Pacific Education Researcher. 27(6),487-498
Lin, F., Gnesdilow, D., Martin, N. D., Tissenbaum, C. L. D., & Puntambekar, S. (2018)
Examining the role of explicit epistemic reflection in promoting students’ learning from digital text. Proceedings of the 13th International Conference of the Learning Sciences. p.240-247. UK.
Chan, C. K. K., Xu, C., & Lin, F. (2018)
Knowledge building inquiry and reflection in developing children’s epistemology of science. Proceedings of the 13th International Conference of the Learning Sciences. p.895-902. UK.
Lin, F. (2017)
Fostering epistemic growth in CSCL environment. Proceedings of the 12th International Conference on Computer Supported Collaborative Learning. p. 940-941. Philadelphia, Pennsylvania, USA.
Lin, F., & Chan, C. K. K. (2017)
Bridging students’ practical and formal epistemology of science through epistemic reflection in a computer-supported knowledge-building environment. Proceedings of the 12th International Conference on Computer Supported Collaborative Learning. p.867-868. Philadelphia, Pennsylvania, USA.
Gnesdilow, D., Fathema, N., Lin, F., Kang, S., Dornfeld, C., & Puntambekar, S. (2016)
Exploring Middle school students’ science learning and discourse in physical and virtual labs. Proceedings of the 12th international Conference of the Learning Sciences. p.950-953. Singapore.
Lin, F., & Chan, C. K. K. (2015)
Scaffolding scientific epistemologies through knowledge-building discourse and epistemic reflection. Proceedings of the 11th International Conference on Computer Supported Collaborative Learning. p.475-482. Gothenburg, Sweden.
Lin, F., Chan, C. K. K., & van Aalst, J. (2014)
Promoting 5th graders’ views of science and scientific inquiry in an epistemic-enriched knowledge-building environment. Proceedings of the 11th International Conference of the Learning Sciences. p.126-133. Boulder, Colorado, USA.
Lin, F., & Chan, C. K. K. (2014)
Improving 10-12 year olds’ epistemic and conceptual understanding in a computer-supported knowledge-building environment. Proceedings of the 22nd International Conference on Computers in Education. p.151-160. Japan: Asia-Pacific Society for Computers in Education.
Lin, F., & Chan, C. K. K. (2012)
Students’ understandings of collaborative discourse: A knowledge building approach. Proceedings of the 20th International Conference on Computers in Education. p.211-213. Singapore: Asia-Pacific Society for Computers in Education.
Li, Z., & Lin, F. (2009)
A theoretical discussion of undergraduate research, Tsinghua Journal of Education, 4, 112-118. [in Chinese]
Li, Z., & Lin, F. (2009)
Examining the evaluation mechanism of undergraduate research in the United States. China Higher Education, 19, 60-61. [in Chinese]
Li, Z., & Lin, F. (2007)
Examining the development of engineering education in light of the nature of engineering, Researches in Higher Education of Engineering, 2, 19-25. [in Chinese]
Lin, F., & Li, Z. (2007)
The history and development of the U.S. engineering education, Journal of Technology College Education, 5, 37-39. [in Chinese]