Associate Professor LIN Feng

Selected Publications

Lin, F., & Chan, C. K. K. (2025). Knowledge Building and epistemic reflection: linking practical and formal epistemologies for epistemic growth. International Journal of Science Education, 

Lin, F., Low, W. Y., & Zhu, G.X. (2026). University teachers’ sensemaking in Knowledge Building professional development. Teaching in Higher Education. 31(1), 125–145.

Zhang Y., Ouh E. L., Ho, A., Lo, S. L., Tan, K.W., & Lin, F. (2025). PromptTutor: Effects of an LLM-based chatbot on learning outcomes and motivation in flipped classrooms. 30th Annual Conference on Innovation and Technology in Computer Science Education. p.445-451

Lin, F., & Puntambekar, S. (2025). Synergizing the scaffolds from teacher and digital text tool for progressive inquiry. Interactive learning environment. 33(10), 5904–5922

Lin, F., Li, C. C., Lim, W. Y., & Lee, Y.H. (2025). Empower instructors with actionable insights: Mine and visualize student written feedback for instructors’ reflection. Computers and Education: Artificial Intelligence. 8

Lin, F., Zhu, G.X., Low, W. Y., & Teo, C.L. (2025). University instructors’ changes of conceptions about teaching and learning in Knowledge Building professional development. Asia Pacific Journal of Education. 45(4), 1379-1393.

Lin, F., & Puntambekar, S. (2025). Epistemic scaffolding: understanding and designing the support for epistemic growth in science. International Journal of Science Education. 47(6), 769-793.

Lin, F., & Sun, J. J. (2024). Lessons learned from the COVID-19 pandemic: A practical guide for designing synchronous online teaching in higher education. Information and Learning Sciences. 125(11/12), 897-910.

Lin, F. & Lim, W. Y. (2024). Instructors’ perceptions and use of feedback dashboard. Proceedings of the 32^nd  International Conference on Computers in Education (ICCE). p.657-659

Lin, F., Li, C. C., Lim, W. Y., Lee, Y. H. (2024). Developing a feedback analytic tool to support instructor reflection. Proceedings of the 32^nd  International Conference on Computers in Education (ICCE). p.341-346

Lin, F., Low, W. Y., & Zhu, G. (2024). Teacher Sensemaking in Knowledge Building Professional Development. Proceedings of the 18th International Conference of the Learning Sciences (ICLS), pp. 2219-2220. International Society of the Learning Sciences.

Lin, F. (2024). Integrating Knowledge Forum to support knowledge building among adult learners. Proceedings of the 18th International Conference of the Learning Sciences(ICLS), pp. 2203-2204. International Society of the 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, 43(6), 583-603.

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, 42(7), 1684-1699.

Zhu, G.X. & Lin, F. (2023). Teachers scaffold student discourse and emotions in Knowledge Building classrooms. Interactive learning environment, 32(7), 3279–3296.

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 (ISLS). P.1058-1061

Lin F. (2022). Knowledge building approach to teacher professional development. Proceedings of International Conference on Computers in Education (ICCE). P. 678-680.

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. (2020). Synergizing the epistemic roles of scaffolds for epistemic practices. Proceedings of the 14^th International Conference of the Learning Sciences (ICLS). P.1803-1804

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. 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 13^th International Conference of the Learning Sciences (ICLS). 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 13^th International Conference of the Learning Sciences (ICLS). p.895-902. UK.

Lin, F. (2017). Fostering epistemic growth in CSCL environment. Proceedings of the 12^th International Conference on Computer Supported Collaborative Learning (CSCL). 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 (CSCL). 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 12^th International Conference of the Learning Sciences (ICLS). p.950-953. Singapore.

Lin, F., & Chan, C. K. K. (2015). Scaffolding scientific epistemologies through knowledge-building discourse and epistemic reflection. Proceedings of the 11^th International Conference on Computer Supported Collaborative Learning (CSCL). 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 (ICLS). 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 (ICCE). p.151-160. Asia-Pacific Society for Computers in Education.