Dr FANGUY II, Michael Paul

Selected Publications

Korchak, A., Costley, J., & Fanguy, M. (2026). AI Writes, We Collaborate—or Vice Versa? Group Strategies for Using Generative AI in Collaborative Writing Assignments. Computers and Education Open, 11, 100390. http://doi.org/10.1016/j.caeo.2026.100390. (Impact Factor: 12.3).

Zhang, H., Fanguy, M., Courtney, M., Baldwin, M., Shulgina, G., Adamovich, K. A., & Costley, J. (2026). Analysing online peer editing behaviours and their relationship with students’ short-term and long-term writing improvement. Computer Assisted Language Learning, 39 (5-6), 1329-1359. https://doi.org/10.1080/09588221.2025.2476559. (Impact Factor: 8.7).

Costley, J., Southam, A., Boitcov, M., Zhang, H., Shulgina, G., Baldwin, M., & Fanguy, M. (2026). Creative self-efficacy and its relationship to peer feedback. Innovations in Education and Teaching International,63 (2), 370-383. https://doi.org/10.1080/14703297.2025.2471404. (Impact factor: 6.2).

Fanguy, M. (2025). Beyond traditional note-taking: Comparing the effects of collaboratively-generated versus instructor-provided notes on recall and writing performance. Australasian Journal of Educational Technology, 41 (1), 1-17. https://doi.org/10.14742/ajet.9446. (Impact factor: 6.3).

Fanguy, M., Wang, H., & Lee, K. (2025). Critical review of instructional approaches to graduate‐level research writing in science, technology, engineering, and mathematics. Review of Education, 13(2), e70080. https://doi.org/10.1002/rev3.70080. (Impact factor: 4.0)

Costley, J., Adamovich, K., Shulgina, G., Baldwin, M., & Fanguy, M. (2025). Computer-mediated collaborative writing and individual scientific writing proficiency. Journal of English for Academic Purposes, 76, 101542. https://doi.org/10.1016/j.jeap.2025.101542. (Impact factor: 3.7).

Shulgina, G., Adamovich, K., Zhang, H., Fanguy, M., Baldwin, M., & Costley, J. (2025). Comment Type Matters: Analysing the Implementation of Summary, Problem/Solution, and Praise Comments in Peer Feedback. Active Learning in Higher Education, 14697874251389104. https://doi.org/10.1177/14697874251389104. (Impact factor: 3.4).

Zhang, H., Costley, J., Courtney, M., Shulgina, G., & Fanguy, M. (2025). The impact of different peer feedback types on student academic writing performance from dyadic and individual analyses. Education and Information Technologies, 30 (6), 6339–6366. https://doi.org/10.1007/s10639-024-13032-z. (Impact Factor: 7.2)

Zhang, H., Shulgina, G., Costley, J., Baldwin, M., & Fanguy, M. (2025). Investigating how students’ perceptions of peer comments and edits affect academic writing performance. Innovations in Education and Teaching International, 62 (6), 1813-1827. https://doi.org/10.1080/14703297.2024.2436046. (Impact Factor: 6.2)

Jung, J., Shin, Y., Chung, H., & Fanguy, M. (2025) The effects of pre-training types on cognitive load, self-efficacy, and problem-solving in computer programming. Journal of Computing in Higher Education, 37 (3), 809-830. https://doi.org/10.1007/s12528-024-09407-3. (Impact Factor: 4.3)

Costley, J., Zhang, H., Courtney, M., Shulgina, G., Baldwin, M., & Fanguy, M. (2025). Peer editing using shared online documents: The effects of comments and track changes on student L2 academic writing quality. Computer Assisted Language Learning, 38 (4), 865-891. https://doi.org/10.1080/09588221.2023.2233573. (Impact Factor: 8.7).

Fanguy, M., Costley, J., Courtney, M., & Lee, K. (2024). Analyzing collaborative note-taking behaviors and their relationship with student learning through the collaborative encoding-storage paradigm. Interactive Learning Environments, 32(8), 3968–3982. https://doi.org/10.1080/10494820.2023.2194329. (Impact factor: 6.7).

Shulgina, G., Fanguy, M., Zhang, H., Courtney, M., Baldwin, M., & Costley, J. (2024). The moderating effects of total comments on the relationship between comment implementation and online peer-supported writing performance. Computers & Education, 219, 105104. https://doi.org/10.1016/j.compedu.2024.105104. (Impact Factor: 13.2)

Jung, J., Choi, S., &Fanguy, M. (2024). Exploration of Teachers’ Digital Literacy Experiences. International Review of Research in Open and Distributed Learning,25(2), 41–59. https://doi.org/10.19173/irrodl.v25i2.7572. (Impact Factor: 4.5).

Fanguy, M., Baldwin, M., Shmeleva, E., Lee, K., & Costley, J. (2023). How collaboration influences the effect of note-taking on recall of contents and writing performance. Interactive Learning Environments, 31 (7), 4057-4071. https://doi.org/10.1080/10494820.2021.1950772. (Impact factor: 6.7).

Fanguy, M., Costley, J., Almusharraf, N., & Almusharraf, A. (2023). Online collaborative note-taking and discussion forums in flipped learning environments. Australasian Journal of Educational Technology, 39(2), 142–158. https://doi.org/10.14742/ajet.8580. (Impact factor: 6.3).

Fanguy, M., & Kharbash, R. (2023). Using a Metaverse to Teach Students to Predict the Interaction of Acids and Bases Using Hard and Soft Acids and Bases (HSAB) Theory. Journal of Chemical Education, 100(9), 3709-3716. https://doi.org/10.1021/acs.jchemed.3c00293 (Impact Factor: 3.0).

Kim, E. G., Baldwin, M., Shin, A., Peyton, C., & Fanguy, M. (2023). Developing a model for interdisciplinary collaboration for STEM graduate students. Journal of Science Education and Technology, 32(2), 227-240. https://doi.org/10.1007/s10956-022-10025-w. (Impact Factor: 5.5).

Southam, A., Zhang, H., Cao, R., Fanguy, M., & Costley, J. (2023). Understanding how the CoI framework affects discussions and posts created in online collaborative learning. Innovations in Education and Teaching International, 60(6). 848-860. https://doi.org/10.1080/14703297.2022.2130392. (Impact factor: 6.2).

Courtney, M., Costley, J., Baldwin, M., Lee, K., & Fanguy, M. (2022). Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing. The Internet and Higher Education, 55, 100873. https://doi.org/10.1016/j.iheduc.2022.100873. (Impact Factor: 10.6).

Costley, J., Courtney, M., & Fanguy, M. (2022). The interaction of collaborative note-taking behaviors, note completeness, and course performance: Examining multi-level temporal effects for a 10-week student writing program. The Internet and Higher Education,52, 100831. https://doi.org/10.1016/j.iheduc.2021.100831. (Impact Factor: 10.6).

Lee, K., & Fanguy, M. (2022). Online exam proctoring technologies: educational innovation or deterioration? British Journal of Educational Technology, 53(3). 475-490. https://doi.org/10.1111/bjet.13182. (Impact Factor: 13.0).

Lee, K., Fanguy, M., Bligh, B., & Lu, X.S. (2022). Adoption of online teaching during the COVID-19 Pandemic: a systematic analysis of changes in university teaching activity. Educational Review, 74(3). 460-483. https://doi.org/10.1080/00131911.2021.1978401. (Impact factor: 3.8).

Zhang, H., Courtney, M. Shulgina, G., Fanguy, M., & Costley, J. (2022). Online peer editing: effects of comments and edits on academic writing skills. Heliyon, 8(7). https://doi.org/10.1016/j.heliyon.2022.e09822. (Impact factor: 4.1).

Courtney, M., Costley, J., & Fanguy, M. (2022). A protocol for analyzing repeated measures of online group behavior. MethodsX, 9, 101667. https://doi.org/10.1016/j.mex.2022.101667. (Impact factor: 2.9).

Fanguy, M., Lee, S. Y., & Churchill, D. G. (2021). Adapting educational experiences for the chemists of tomorrow. Nature Reviews Chemistry, 5(3) 141-142. https://doi.org/10.1038/s41570-021-00258-5. (Impact factor: 50.3).

Costley, J., & Fanguy, M. (2021). Collaborative note-taking affects cognitive load: The interplay of completeness and interaction. Educational Technology Research and Development, 69, 655–671. https://doi.org/10.1007/s11423-021-09979-2. (Impact factor: 5.6).

Lee, K., Fanguy, M., Lu, X.S., & Bligh, B. (2021). Student learning during COVID-19: It was not as bad as we feared. Distance Education, 42 (1), 164-172. https://doi.org/10.1080/01587919.2020.1869529. (Impact factor: 2.2).

Costley, J., Fanguy, M., Lange, C., & Baldwin, M. (2021). The effects of video lecture viewing strategies on cognitive load. Journal of Computing in Higher Education, 33(1), 19-38. https://doi.org/10.1007/s12528-020-09254-y. (Impact factor: 4.3).

Fanguy, M., & Costley, J. (2021). Creating a framework for understanding and defining flipped learning. Journal of Educators Online, 18(1). https://www.thejeo.com/archive/2021_18_1/fanguy__costley

Zhang, H., Southam, A., Fanguy, M., & Costley, J. (2021). Understanding how embedded peer comments affect student quiz scores, academic writing, and lecture note-taking accuracy. Interactive Technology and Smart Education, 19(2), 222-235. https://doi.org/10.1108/ITSE-01-2021-0011. (Impact factor: 8.8).

Lange, C., Costley, J., & Fanguy, M. (2021). Collaborative group work and the different types of cognitive load. Innovations in Education and Teaching International, 58(4), 377-386. https://doi.org/10.1080/14703297.2020.1788970. (Impact factor: 6.2).

Almusharraf, N. M., Costley, J., & Fanguy, M. (2020). The effect of postgraduate students’ interaction with video lectures on collaborative note-taking. Journal of Information Technology Education: Research, 19, 639-654. https://doi.org/10.28945/4581.(Impact Factor: 3.8)

Fanguy, M., Costley, J., Baldwin, M., Lange, C., & Wang, H. (2019). Diversity in video lectures: Aid or hindrance? International Review of Research in Open and Distributed Learning, 20(2). https://doi.org/10.19173/irrodl.v20i2.3838. (Impact factor: 4.5).

Baldwin, M. P., Fanguy, M., & Costley, J. (2019). The effects of collaborative note-taking in flipped learning contexts. Journal of Language and Education, 5(4), 25-35. https://doi.org/10.17323/jle.2019.9726. (Impact factor: 1.5)

Fanguy, M., Costley, J., Baldwin, M., Lange, C., & Han, S. (2018). The role of motivation in the use of lecture behaviors in the online classroom. Journal of Information Technology Education: Research, 17(1), 471-484. https://doi.org/10.28945/4131. (Impact Factor: 3.8)

Fanguy, M., Costley, J., & Baldwin, M. (2017). Pinch hitter: The effectiveness of content summaries delivered by a guest lecturer in online course videos. International Review of Research in Open and Distributed Learning, 18(7). https://doi.org/10.19173/irrodl.v18i7.3208. (Impact factor: 4.5).

Krasnyak, O., Fanguy, M., & Tikhonova, E. (2016). Linguistic approaches in teaching history of science and technology courses through a content block on cognitive sciences. Journal of Language and Education, 2(3), 32-44. http://doi.org/10.17323/2411-7390-2016-2-3-32-44. (Impact factor: 1.5).

Refereed Book Chapters

Kim, E. G., Fanguy, M. (2025). EMI Professional Development at a Korean Science and Engineering University: Practices and Challenges. In: Karakaş, A., Kırkgöz, Y. (eds) Teacher Professional Development Programs in EMI Settings. English Language Education, vol 42. Springer, Cham. https://doi.org/10.1007/978-3-031-86243-4_9

Peer-reviewed Articles in Conference Proceedings

Korchak, A., Fanguy, M., Adamovich, K., Zhang, H., Baldwin, M., Costley, J. (2025). Enhancing Collaborative Academic Writing with Generative Artificial Intelligence: Use and Effects. In: Cristea, A.I., Walker, E., Lu, Y., Santos, O.C., Isotani, S. (eds) Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium, Blue Sky, and WideAIED. AIED 2025. Communications in Computer and Information Science, vol 2591. Springer, Cham. https://doi.org/10.1007/978-3-031-99264-3_37

Bai, J. Y. H., Zawacki-Richter, O., Bozkurt, A., Lee, K., Fanguy, M., Cefa Sari, B., Marin, V. I. (2022). Automated essay scoring (AES) systems: Opportunities and challenges for open and distance education. In Proceedings of The Tenth Pan-Commonwealth Forum on Open Learning (PCF10). September 14-16, 2022. Calgary, Canada.https://doi.org/10.56059/pcf10.8339.

Fanguy, M., & Chang, J. (2021). Operationally Defining Turn-taking in Collaborative Online Documents. In Hmelo-Silver, C. E., De Wever, B., & Oshima, J. (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021 (pp. 173-176). Bochum, Germany: International Society of the Learning Sciences. https://doi.dx.org/10.22318/cscl2021.173.

Chang, J., & Fanguy, M. (2021). Collab_doc_maker: A Google-Doc-making tool. In Proceedings of the International Conference on Computer Science and Education 2021. (pp. 806-809). Institute of Electrical and Electronic Engineers (IEEE). http://doi.org/10.1109/ICCSE51940.2021.9569570.