人文學院研究人員 - Dr FANGUY II Michael Paul

• 英語教育學系助理教授

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研究領域：

• Language Education
• Technology Enhanced Learning
• Peer Feedback
• Collaborative Writing
• Generative-AI in Education
• Computer Supported Collaborative Learning
• Computer Mediated Cooperative Writing
• Cognitive Load Theory

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My research broadly investigates how instructional design and collaborative practices affect English language learner achievement in technology-enhanced learning environments. This is a relevant topic due to the increased reliance among universities on online learning platforms. Despite this prevalence, important questions remain regarding educational technologies and how they may be most effectively used in future learning environments. Accordingly, my research addresses three broad research questions:

 

1.  How can computer-supported collaboration improve student learning in terms of both cognition and performance?

2.  How can interaction with AI, as a form of collaborative learning, improve students’ creation and refinement of academic writing?

3. How can computer-supported collaboration improve student learning in science and engineering contexts?

 

In my attempts to address these questions, I draw on literature and theories related to media, instructional design, collaborative learning, and cognitive load.

 

Publications with PhD supervisees:

1. 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, 105104. https://doi.org/10.1016/j.compedu.2024.105104. (Impact Factor: 8.9)
2. Costley, J., Zhang, H., Courtney, M., Shulgina, G., Baldwin, M., & Fanguy, M. (2023). Peer editing using shared online documents: The effects of comments and track changes on student L2 academic writing quality. Computer Assisted Language Learning, 1-27. https://doi.org/10.1080/09588221.2023.2233573 (Impact Factor: 6.0). 
3. 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: 1.9). 
4. Zhang, H., Courtney, 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: 3.4). 
5. 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: 3.5).

 

Selected Publications:

1. Fanguy, M. (in press). Beyond traditional note-taking: comparing the effects of collaboratively-generated versus instructor-provided notes on recall and writing performance. Australasian Journal of Educational Technology. (Impact factor: 3.3).
2. 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: 3.7). 
3. Jung, J., Shin, Y., Chung, H., & Fanguy, M. (2024) The effects of pre-training types on cognitive load, self-efficacy, and problem-solving in computer programming. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-024-09407-3. (Impact Factor: 4.5)
4. Jung, J., Choi, S., & Fanguy, M. (2024). Exploration of Teachers’ Digital Literacy Experiences. International Review of Research in Open and Distributed Learning.https://doi.org/10.19173/irrodl.v25i2.7572. (Impact Factor: 2.5).
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: 3.7). 
6. Fanguy, M., Costley, J., & Almusharraf, N., & Almusharraf, A. (2023). Comparing the learning effects of online collaborative note-taking and posting in online discussion forums in flipped learning environments. Australasian Journal of Educational Technology, 39(2), 142–158. https://doi.org/10.14742/ajet.8580 (Impact factor: 3.3). 
7. 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: 2.5). 
8. 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: 3.3). 
9. 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: 6.4). 
10. 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: 6.4). 
11. 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: 6.7). 
12. 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: 3.1). 
13. 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: 1.6). 
14. 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: 38.1). 
15. 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, 1-17. https://doi.org/10.1007/s11423-021-09979-2. (Impact factor: 3.3). 
16. 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: 3.7). 
17. 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: 4.5). 
18. Fanguy, M., Costley, J. (2021). Creating a framework for understanding and defining flipped learning. Journal of Educators Online, 18(1). https://doi.org/10.1007/s12528-020-09254-y. 
19. 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: 1.9).
20. 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: 1.9)
21. 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: 2.5). 
22. 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: 0.7) 
23. 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: 1.9)
24. 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: 2.5). 
25. 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: 1.0)

 

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