Dr Binbin Zheng

Associate Professor

BIMHSE

Qualifications

  • B.S. (East China Normal University)
  • M.Ed. (Beijing Normal University)
  • Ph.D. (The University of California, Irvine)

Research Interests

    Research Interests
  • Technology use in medical education
  • Online teaching and learning
  • Self-regulated learning
  • Social interaction and knowledge building
 
    Selected research projects
  • Principal investigator, 2017-2020: Medical students’ self-regulated learning strategies in a flipped classroom learning environment, Michigan State University start-up fund
  • Principal investigator, 2016-2017: Exploring the impact of student-, instructor-, and course-level factors on online learning outcomes, Michigan Virtual Learning Research Institute Fellowship
  • Principal investigator, 2012-2013: Social Media and Classroom Writing: Participation, Interaction, and Collaboration, UC Irvine Public Impact Distinguished Fellow

Awards

2019

Recipient, Central Group on Educational Affairs (CGEA) Medical Education Scholarship Research and Evaluation (MERSE) Poster Award
Recipient, Central Group on Educational Affairs (CGEA) Medical Education Scholarship Research and Evaluation (MERSE) Student Poster Award (serve as mentor)

 

2018

Recipient, Dr. Ruth M. Allen Endowed Fund Award, OMERAD, MSU

 

2017

Recipient, First Place Award, AECT Division of Distance Learning Journal Article Award (Quantitative Based)

 

2015

Outstanding Paper Award, Society for Information Technology and Teacher Education International Conference

 

2011-2012

Recipient, National Science Foundation (NSF) Community for Advancing Discovery Research in Education (CADRE) Fellowship

 

Highlighted Publications

  1. Zheng, B. & Zhang, Y. (2020). Self-regulated learning: The effect on medical students’ learning outcomes in a flipped-classroom environment. BMC Medical Education, 20(1), 100. https://doi.org/10.1186/s12909-020-02023-6 (2019 impact factor 1.831)
  2. Zheng, B., Lin, C-H., & Kwon, J. (2020). The impact of learner-, instructor-, and course-level factors on online learning. Computers & Education, 150, 103851. https://doi.org/10.1016/j.compedu.2020.103851. (2019 impact factor 5.296)
  3. Zheng, B., Ward, A., & Stanulis, R. (2020). Self-regulated learning in a competency-based and flipped learning environment: Learning strategies across achievement levels and years. Medical Education Online, 25(1). https://doi.org/10.1080/10872981.2019.1686949 (2019 impact factor 1.970)
  4. Zheng, B., & Warschauer, M. (2019). Language development and epistemic engagement among upper elementary students in synchronous computer-mediated communication. Journal of Educational Computing Research, 57(6), 1549–1574. https://doi.org/10.1177/0735633118794059 (2018 impact factor 1.543)
  5. Zheng, B., & Warschauer, M. (2017). Epilogue: Second language writing in the age of computer-mediated communication. Journal of Second Language Writing, 36, 61–67. https://doi.org/10.1016/j.jslw.2017.05.014 (2016 impact factor 1.591)
  6. Zheng, B., Warschauer, M., Lin, C.-H., & Chang, C. (2016). Learning in one-to-one laptop environments: A meta-analysis and research synthesis. Review of Educational Research, 86(4). 1052-1084. (2015 impact factor 5.235).
  7. Zheng, B. & Warschauer, M. (2015). Participation, interaction, and literacy achievement within a classroom online discussion environment. Computers & Education, 84, 78-89. doi: http://dx.doi.org/10.1016/j.compedu.2015.01.008 (2014 impact factor 2.556).
  8. Zheng, B., Niiya, M., & Warschauer, M. (2015). Wikis and collaborative learning in higher education. Technology, Pedagogy and Education, 24(3), 357-374. doi: 10.1080/1475939X.2014.948041 (2015 impact factor 0.979).
  9. Zheng, B., Warschauer, M., Hwang, J.K., & Collins, P. (2014). Laptop use, interactive science software, and science learning among at-risk students, 23(4), 591-603. Journal of Science Education and Technology. doi: 10.1007/s10956-014-9489-5 (2014 impact factor 1.080).
  10. Zheng, B., Warschauer, M., & Farkas, G. (2013). Digital writing and diversity: The effects of school laptop programs on literacy processes and outcomes. Journal of Educational Computing Research, 48(3), 267-299. doi: 10.2190/EC.48.3.a (2013 impact factor 0.678).