Associate Professor Lin Feng

Selected Publications

Lin, F., Low, W. Y., & Zhu, G.X. (in press). University teachers’ sensemaking in Knowledge Building professional development. Teaching in Higher Education.

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

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

Lin, F., Lee, 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.

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., Lye, C.Y., Yeo, J., Lim, L., Lee, C.S., Lim, W. Y. (2024). Cyber-Physical Learning @ Singapore University of Social Sciences (SUSS). Trends and Foresight Report, p.57-60 https://www.sutd.edu.sg/wp-content/uploads/2024/11/SUTD-campusX_CPL-Foresight-Report.pdf

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.

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 (ICCE). p.211-213. Asia-Pacific Society for Computers in Education.

李正, & 林凤. (2009). 美国本科生科研的评估机制.中国高等教育, (19), 60-61. [中文核心期刊 CSSCI]

李正, & 林凤. (2009). 论本科生科研的若干理论问题. 清华大学教育研究,(4), 112-118. [中文核心期刊 CSSCI]

李正, 林凤, & 卢开聪. (2009). 美国本科生科研及对我国的启示. 高等工程教育研究,(3), 79-85 [中文核心期刊 CSSCI]

李正, & 林凤. (2009). 欧洲高等工程教育发展现状及改革趋势. 高等工程教育研究,(4), 37-43. [中文核心期刊 CSSCI]

李正, & 林凤. (2008). 美国高等工程教育改革探析. 高等工程教育研究,(2), 31-35 [中文核心期刊 CSSCI]

林凤, & 李正. (2007). 美国高等工程教育的历史沿革与发展趋势. 理工高教研究, 26(5), 37-39.

李正, & 林凤. (2007). 从工程的本质看工程教育的发展趋势. 高等工程教育研究,(2), 19-25. [中文核心期刊 CSSCI]

李元元, 李正, & 林凤. (2006). 工科研究生教育模式改革的若干问题. 高等工程教育研究,(5), 4-10. [中文核心期刊 CSSCI]

林凤. (2007). 论大学生"实用性"学习动机. 江苏开放大学学报, 18(5), 83-85.

林凤. (2006). 大学生"实用性"学习动机的调查与研究. 文教资料,(25), 17-18.

林凤. (2007). 大学的功能与精神. 教书育人: 高教论坛, (33), 6-7.