| Tweeting for learning: A critical analysis of research on microblogging in education published in 2008–2011 F Gao, T Luo, K Zhang British Journal of Educational Technology 43 (5), 783-801, 2012 | 589 | 2012 |
| Designing asynchronous online discussion environments: Recent progress and possible future directions F Gao, T Zhang, T Franklin British Journal of Educational Technology 44 (3), 469-483, 2013 | 361 | 2013 |
| An investigation of the influence of intrinsic motivation on students’ intention to use mobile devices in language learning Y Sun, F Gao Educational Technology Research and Development 68 (3), 1181-1198, 2020 | 218 | 2020 |
| Exploring the relationship between online discourse and commitment in Twitter professional learning communities W Xing, F Gao Computers & Education 126, 388-398, 2018 | 182 | 2018 |
| A case study of using a social annotation tool to support collaboratively learning F Gao The Internet and Higher Education 17, 76-83, 2013 | 174 | 2013 |
| A systematic review of mobile game-based learning in STEM education F Gao, L Li, Y Sun Educational Technology Research and Development 68 (4), 1791-1827, 2020 | 149 | 2020 |
| The effect of peer assessment on project performance of students at different learning levels L Li, F Gao Assessment & Evaluation in Higher Education 41 (6), 885-900, 2016 | 120 | 2016 |
| Examining a one‐hour synchronous chat in a microblogging‐based professional development community F Gao, L Li British Journal of Educational Technology 48 (2), 332-347, 2017 | 96 | 2017 |
| A New Model of Productive Online Discussion and Its Implications for Research and Instruction. F Gao, CX Wang, Y Sun Journal of Educational Technology Development & Exchange 2 (1), 2009 | 88 | 2009 |
| Enhancing classroom learning experience by providing structures to microblogging-based activities T Luo, F Gao Journal of Information Technology Education: Innovations in Practice 11 (1 …, 2012 | 86 | 2012 |
| Comparing the use of a social annotation tool and a threaded discussion forum to support online discussions Y Sun, F Gao The Internet and Higher Education 32, 72-79, 2017 | 83 | 2017 |
| Exploring the roles of school leaders and teachers in a school‐wide adoption of flipped classroom: School dynamics and institutional cultures Y Sun, F Gao British Journal of Educational Technology 50 (3), 1241-1259, 2019 | 82 | 2019 |
| Learning outside of classroom: Exploring the active part of an informal online E nglish learning community in C hina Y Sun, T Franklin, F Gao British Journal of Educational Technology 48 (1), 57-70, 2017 | 71 | 2017 |
| Comparing role-playing activities in Second Life and face-to-face environments F Gao, JJ Noh, MJ Koehler Journal of Interactive Learning Research 20 (4), 423-443, 2009 | 60 | 2009 |
| Exploring the use of discussion strategies and labels in asynchronous online discussion F Gao Online Learning Journal 18 (3), 2014 | 45 | 2014 |
| An Investigation of Teacher Experiences in Learning the Project-Based Learning Approach. D Yang, S Skelcher, F Gao Journal of Education and Learning (EduLearn) 15 (4), 490-504, 2021 | 40 | 2021 |
| Understanding the connection between epistemic beliefs and Internet searching TZ Ulyshen, MJ Koehler, F Gao Journal of Educational Computing Research 53 (3), 345-383, 2015 | 35 | 2015 |
| Social media for informal science learning in China: A case study K Zhang, F Gao Knowledge Management & E-Learning: An International Journal 6 (3), 262-280, 2014 | 21 | 2014 |
| The effects of social messaging on students' learning and intrinsic motivation in peer assessment L Li, F Gao, S Guo Journal of Computer Assisted Learning 36 (4), 439-448, 2020 | 19 | 2020 |
| Designing a discussion environment to enhance connectivity and sustainability in asynchronous online discussion F Gao Journal of Educational Multimedia and Hypermedia 20 (1), 43-59, 2011 | 19 | 2011 |