Dr Feifei Han

Senior Research Fellow
Institute for Learning Sciences & Teacher Education

Feifei Han

Areas of expertise: educational technology; learning analytics; stem education; learning and teaching in higher education

HDR Supervisor accreditation status: Full

Phone: +61 (0)7 3623 7421

Email: feifei.han@acu.edu.au

Location: ACU Brisbane Campus

ORCID ID: 0000-0001-8464-0854

Feifei Han is a Senior Research Fellow of the STEM in Education Research Program at the Institute for Learning Sciences & Teacher Education, Australian Catholic University. She obtained her PhD from The University of Sydney. Her current research interests are in the areas of educational technology, learning analytics, STEM education, and learning and teaching in higher education. She has over 100 publications. Some of her publications appear in top-quality journals in educational technology (e.g., The Internet & Higher Education, Computers & Education, IEEE Transactions on Learning Technologies, and International Journal of Educational Technology in Higher Education) and higher education (e.g., Studies in Higher Education, Assessment & Evaluation in Higher Education, Higher Education Research & Development). She currently serves as an associate editor for The Australasian Journal of Educational Technology and Frontiers in Psychology (the Educational Psychology section).

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Select publications

Journal articles

  • Han, F. (2023). Level of consistency between students' self-reported and observed study approaches in flipped classroom courses: How does it influence students' academic learning outcomes? Plos One. https://doi.org/10.1371/journal.pone.0286549
  • Han, F. (2023). The profiles of Chinese university students' learning experience in flipped classrooms: Combining the self-reported and process data. Interactive Learning Environments. http://doi.org/10.1080/10494820.2023.2215288
  • Han, F. (2023). Learning experience of domestic and international students in blended courses: An ecological perspective. Plos One. https://doi.org/10.1371/journal.pone.0285389
  • Han, F., & Ellis, R. A. (2023). Self-reported and digital-trace measures of computer science students' self-regulated learning in blended course designs. Education and Information Technologies. https://doi.org/10.1007/s10639-023-11698-5
  • Han, F. (2023). Relations between students' study approaches, perceptions of the learning environment, and academic achievement in flipped classroom learning: Evidence from self-reported and process data. Journal of Educational Computing Research. https://doi.org/10.1177/07356331231162823
  • Zhou, W., Wang, Z., Han, F., & Hong, L. (2023). Chinese digestive surgery interns' learning quality and English reading proficiency during COVID-19 pandemic: Comparison between face-to-face versus WeChat teaching and learning. Heliyon. https://doi.org/10.1016/j.heliyon.2023.e13434
  • Han, F. (2023). Test-taking strategy use by Chinese young EFL learners in an authentic international standardized English test. Porta Linguarum. https://doi.org/10.30827/portalin.vi39.24390
  • Han, F., Juklová, K., Mikoška, P., & Novak, L. (2023). The stability of the twofold multidimensionality of academic self-concept: A study of Chinese secondary school students. Frontiers in Psychology. http://doi.org/10.3389/fpsyg.2022.1001187
  • Han F, Vaculíková, J., & Juklová, K. (2022). The relations between Czech undergraduates' motivation and emotion in self-regulated learning, learning engagement, and academic success in blended course designs: Consistency between theory-driven and data-driven approaches. Frontiers in Psychology. http://doi.org/10.3389/fpsyg.2022.1001202
  • Han, F., Ellis, R. A., & Guan, E. (2022). Patterns of students' collaborations by variations in their learning orientations in blended course designs: How is it associated with academic achievement. Journal of Computer Assisted Learning. http://doi.org/10.1111/jcal12747
  • Lu, J., Han, F., & Janik, T. (2022). Exploring Social media technologies for novice EFL school teachers to collaborate and communicate: A case in the Czech Republic. Frontiers in Psychology. http://10.3389/fpsyg.2022.1010686
  • Han, F. (2022). Sustainable teaching strategies to teach Indigenous students: Their relations to students' engaged learning and teachers' self-concept. Sustainability. https://doi.org/10.3390/su141710973
  • Han, F., & Ellis, R. A. (2022). The relations between self-reported perceptions of learning environment, observational learning strategies, and academic outcome. Journal of Computing in Higher Education. http://10.1007/s12528-022-09333-2
  • Wang, Z., & Han, F. (2022). The effects of teacher feedback and automated feedback on cognitive and psychological aspects in foreign language writing: A mixed-methods research. Frontiers in Psychology. http://doi.org/10.3389/fpsyg.2022.909802
  • Han, F. (2022). Recent development in university student learning research in blended course designs: Combining theory-driven and data-driven approaches. Frontiers in Psychology. http://doi.org/10.3389/fpsyg.2022.905592
  • Lu, J., & Han, F. (2022). Challenges of using online technologies in the pandemic: Voices from English language and literacy primary school teachers in central China. Education 3-13. https://doi.org/10.1080/03004279.2022.2048678
  • Han, F., Ellis, R. A., & Pardo, A. (2022). The descriptive features and quantitative aspects of students' observed online learning: How are they related to self-reported perceptions and learning outcomes? IEEE Transactions on Learning Technologies. https://doi.org/10.1109/TLT.2022.3153001
  • Han, F., & Ellis, R. A. (2021). Explaining medical students' learning outcomes in blended course designs: Combining self-reported and observational learning experience. Advances in Physiology Education. https://doi.org/10.1152/advan.00121.2021
  • Han, F., & Ellis, R. A. (2021). Patterns of student collaborative learning in blended course designs based on their learning orientations: A student approaches to learning perspective. International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-021-00303-9
  • Degotardi, S., Han, F., & Hu, J. (2021). Infant educators' use of mental-state talk in Australia and China: A cross cultural comparative study. International Journal of Early Years Education. https://doi.org/10.1080/09669760.2021.1997727
  • Sheng, L., Dong, W., Han, F., Tong, S., & Hu, J. (2021). Language expansion in Chinese families' mealtime conversations: Across conversational types and initiators. International Journal of Early Years Education. https://doi.org/10.1080/09669760.2021.1971949
  • Han, F. (2021). Attribution beliefs and self-efficacy in foreign language reading. Revista de Educación. https://doi.org/10.4438/1988-592X-RE-2021-394-513
  • Han, F. (2021). The relations between teaching strategies, students' engagement in learning, and teachers' self-concept. Sustainability, 13. https://doi.org/10.3390/su13095020
  • Han, F. (2021). The relations between motivation, strategy use, frequency, and proficiency in foreign language reading: An investigation with university English language learners in China. Sage Open. http://10.1177/21582440211008423
  • Wang, Z., & Han, F. (2021). Developing English language learners' oral production with a digital game-based mobile application. PLOS One. https://doi.org/10.1371/journal.pone.0232671
  • Han, F., & Ellis, R. A. (2021). Predicting students' academic performance by their online learning patterns in a blended course: To what extent is a theory-driven approach and a data-driven approach consistent? Educational Technology & Society, 24(1), 191-204.
  • Han, F., & Ellis, R. A. (2020). Combining self-reported and observational measures to assess university student academic performance in blended course designs. Australasian Journal of Educational Technology, 36(6), 1-14. https://doi.org/10.14742/ajet.6369
  • Han, F., & Ellis, R. A. (2020). Configurations of collaborations based on learning orientations amongst medical students. Advances in Health Sciences Education, 26(2), 581-598. https://doi.org/10.1007/s10459-020-09999-2
  • Han, F., & Ellis, R. A. (2020). Assessing the quality of university student experiences in blended course designs: An ecological perspective. Higher Education Research & Development. https://doi.org/10.1080/07294360.2020.1800597
  • Ellis, R. A., & Han, F. (2020). Assessing university student collaboration in new ways. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2020.1788504
  • Han, F. & Degotardi, S. (2020). Infant educators' reported conceptions of, and approaches to, infant language development: How do they relate to educator qualification level? Early Childhood Education Journal. https://doi.org/10.1007/s10643-020-01070-4
  • Han, F., Pardo, A., & Ellis, R. A. (2020). Students' self-report and observed learning orientations in blended university course design: How are they related to each other and to academic performance?. Journal of Computer Assisted Learning, 36(6), 969-980. https://doi.org/10.1111/jcal.12453
  • Degotardi, S., & Han, F. (2020). Quality of educator-infant conversational interactions among infants experiencing varying quantity of linguistic input. European Early Childhood Education Research Journal, 28(5), 743-757. https://doi.org/10.1080/1350293X.2020.1817245
  • Ellis, R., Bliuc, A., & Han, F. (2020). Challenges in assessing the nature of effective group work in blended university courses. Australasian Journal of Educational Technology, 37(1), 1-14. https://doi.org/10.14742/ajet.5576
  • Han, F., & Ellis, R. A. (2020). Personalised learning networks in the university blended learning context. Comunicar, 62(1), 19-30. https://doi.org/10.3916/C62-2020-02
  • Han, F. (2019). The relations among motivation, the amount of out-of-class reading and achievement in foreign language reading. Revista de Lingüística Teórica y Aplicada, 57(1), 33-50.
  • Han, F., & Ellis, R. A. (2019). Using phenomenography to tackle key challenges in science education. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2019.01414
  • Hu, J., Degotardi, S., Torr, J., & Han, F. (2019). Reasoning as a pedagogical strategy in infant-addressed talk in early childhood education centres: Relationships with educators' qualifications and communicative function. Early Education and Development, 30(7), 872-886. https://doi.org/10.1080/10409289.2019.1607449
  • Han, F. (2019). Longitudinal relations between school self-concept and academic achievement. Revista de Psicodidactica, 24(2), 95-102. https://doi.org/10.1016/j.psicoe.2019.03.002
  • Han, F. (2019). Self-concept and achievement in math among Australian primary students: Gender and culture issues. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2019.00603
  • Han, F., & Ellis, R. A. (2020). Initial development and validation of the Perceptions of the Blended Learning Environment Questionnaire. Journal of Psychoeducational Assessment, 38(2) 168-181. https://doi.org/10.1177/0734282919834091
  • Han, F., & Ellis, R. A. (2019). Identifying consistent patterns of quality learning discussions in blended learning environments. Internet and Higher Education, 40, 12-19. https://doi.org/10.1016/j.iheduc.2018.09.002
  • Hu, J., Torr, J., Degotardi, S., & Han, F. (2019). Educators' use of commanding language to direct infants' behaviour: Relationship to educators' qualifications and implications for language learning opportunities. Early Years: An International Research Journal, 39(2), 190-204. https://doi.org/10.1080/09575146.2017.1368008
  • Ellis, R. A., Han, F., & Pardo, A. (2019). When does collaboration lead to deeper learning? Renewed definitions of collaboration for engineering student experiences of learning in blended contexts. IEEE Transactions on Learning Technologies, 12(1), 123-132. https://doi.org/10
  • Degotardi, S., Torr, J., & Han, F. (2018). Infant educators' use of pedagogical questioning: Relationships with the context of interaction and educators' qualifications. Early Education and Development, 29(8), 1004-1018. http://doi.org/10.1080/10409289.2018.1499000
  • Han, F. (2018). Strategic processing of Chinese young English language learners in an international standardized English language test. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2018.01020
  • Degotardi, S., Han, F., & Torr, J. (2018). Infants' experience with 'near and clear' educator talk: Individual variation and its relationship to indicators of interaction quality. International Journal of Early Years Education, 26(3), 278-294. http://doi.org/10.1080/09669760.2018.1479632
  • Ellis, R. A., & Han, F. (2018). Reasons why some university students avoid the online learning environment in blended courses. Journal of Educational Multimedia and Hypermedia, 27(2), 137-152.

Editorial roles

Associate editors

  • Australasian Journal of Educational Technology
  • Frontiers in Psychology (Educational Psychology section)

International journal review panels

Editorial board member:

  • Social Education
  • Humanities & Social Sciences Communications
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