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Amy Yanhong Li

Yanhong (Amy) Li, M. Sc. Educational Technology

Learning Sciences PhD Candidate
International Doctoral School "Scientific Reasoning and Argumentation" (REASON)
Member of the Elite Network of Bavaria (ENB)

Contact

Leopoldstr. 15
80802 München

Room: 021
Phone: +49 (0)89 / 2180-17444

Further Information

Research area

  • Active learning, learning community, technology-enhanced learning environment
  • human-computer interaction

Amy is a PhD student in the Scientific Reasoning and Argumentation (REASON) program at the University of Munich. She is currently interested in the intersection of active learning, mathematical reasoning and argumentation, and human-computer interaction design. Her upcoming research will involve the development of tangible technologies and active learning activities to engage students and form a learning community curricula.

She works with Prof. Dr. Heinrich Hussmann, Prof. Dr. Frank Fischer, Prof. Dr. Jim Slotta on the interdisciplinary research about (1) how to evaluate group progress during activities, (2) how intelligent agents can be employed to respond to immediate group needs.

 

Publications 
Peer-reviewed Journal Articles

  • Li, Y. H., & Xu, M. (2019). Empirical study on learning style preference how to influence mobile learning attitude and behavior, e-Education Research, 2, 45-53. https://doi.org/10.13811/j.cnki.eer.2019.02.006
  • Li, Y. H., Yang, H. H., MacLeod, J., & Dai, J. J. (2019). Developing the rotational synchronous teaching (RST) model: Examination of the connected classroom climate. Australasian Journal of Educational Technology, 35(1), 116-134. https://doi.org/10.14742/ajet.4010
  • Li, Y. H., Yang, H. H., & MacLeod, J. (2018). Preferences toward the constructivist smart classroom learning environment: Examining pre-service teachers’ connectedness. Interactive Learning Environments, 1-14. https://doi.org/10.1080/10494820.2018.1474232
  • MacLeod, J., Yang, H. H., Zhu, S., & Li, Y. H. (2018). Understanding students’ preferences towards the smart classroom learning environment: Development and validation of an instrument. Computers & Education, 122, 80-91. https://doi.org/10.1016/j.compedu.2018.03.015
  • Li, Y. H., & Dai, J. J. (2018) Meta research of foreign blended synchronous learning. Distance Education in China, 12, 1-9. https://doi.org/10.13541/j.cnki.chinade.20181214.008
  • Li, Y. H., & Xu, M. (2018). Enhancement interactive concept and design of “mobile learning + smart classroom” ecological learning space. China Educational Technology, 10, 62-70.
  • Zhang, S., & Li, Y. H. (2016). Development strategy of distance education in Yunnan ethnic areas with MOOC. Academic Exploration, 6, 119-123.
  • Gan, J. H., Zhang, S., & Li, Y. H. (2016). Development model of transformation in ethnic ICT with "Internet +". The Journal of Yunnan Administration College, 18(05), 54-58. https://doi.org/10.16273/j.cnki.53-1134/d.2016.05.011
  • Gan, J. H., Zhao, B., & Li, Y. H. (2016). Connotation, value and realization path of Internet with ethnic education. Academic Exploration, 2, 141-145.
  • Li, Y. H., Yang, W. Z., & Liu, L. Y. (2015). Integrated teaching model based on educational ecology and MOOC. China Educational Technology, 12, 105-112.
  • Li, Y. H., Zhao, B., Gan, J. H., & Xu, T. W. (2014). The research of the MOOC study custom service model. China Educational Technology, 11, 39-49.
  • Li, Y. H., Zhao, B., & Gan, J. H. (2014). The course development of MOOC based on knowledge map. Modern Educational Technology, 25(5), 85-90.
  • Li, Y. H., Zhao, B., & Gan, J. H. (2014). Build mass education online platform of Va ethnic nationality with MOOC. Minzu Tribune, 5, 81-84. https://doi.org/10.19683/j.cnki.mzlt.2014.05.017

Chapters in Edited Books

  • Gan, J. H., Zhao, B., & Li, Y. H. (2017). Use MOOC wisely: Innovative research of Massive Open Online Courses. Beijing: Science Press.
  • Zhao, B., Zhou, Y. X., & Li, Y. H. (2015). Depth fusion of information technology and instruction. Beijing: Science Press.

Peer-reviewed Conference Proceedings

  • Li Y.. Wang, X., Dai, J., & Slotta, J. (2020) The impact of an active learning calculus course on students’ epistemological beliefs. American Education Research Association (AERA 2020). San Francesco, USA.
  • Li, Y. H., Yang, H. H., Cai, J., MacLeod J. (2017). College students’ computer self-efficacy, intrinsic motivation, attitude, and satisfaction in blended learning environments. In: Cheung S., Kwok L., Ma W., Lee LK., Yang H. (Eds.) Blended Learning. New Challenges and Innovative Practices. ICBL 2017. Lecture Notes in Computer Science, Vol 10309. Springer, Cham.
  • Cai, J., Yang H. H., Li, Y. H., & MacLeod J. (2017). The remote synchronous classroom in China. In: Cheung S., Kwok L., Ma W., Lee LK., Yang H. (Eds.) Blended Learning. New Challenges and Innovative Practices. ICBL 2017. Lecture Notes in Computer Science, Vol 10309. Springer, Cham
  • Li, Y. H., Zhao, B., & Gan, J. H. (2015). Make adaptive learning of the MOOC: The CML model. Proceedings of the 10th International Conference on Computer Science & Education (ICCSE 2015). (pp. 635-638). Cambridge, England, United Kingdom.
  • Li, Y. H., Zhao, B., & Gan, J. H. (2015). Forum interactive data visualization research based on MOOC. Proceedings of the 19th Global Chinese Conference of Computers in Education (GCCCE 2015). (pp. 632-639). Taipei, China.

Paper Presentations

  • College students’ computer self-efficacy, intrinsic motivation, attitude, and satisfaction in blended learning environments, International Conference on Blended Learning, Hong Kong, June 27, 2017.