Primary Research Focus
As a scholar in Adult Education, my research primarily focuses on online learning, instructional technology, cultural diversity, and learning motivation. My research takes a multidisciplinary approach to understanding diverse learners' motivation and learning strategies in online class formats, as well as methods for enhancing teaching quality through technology and online tools, such as the timeline-anchored comment tool and artificial intelligence (AI). The aim of my research is to improve students' learning experiences and instructors' teaching experiences in today's diverse, high-tech, and global environment. Moreover, having previously worked at the Women's Leadership Institute, I have been inspired to advocate for equal educational and career opportunities for women. I aspire to assist women in achieving a balance between their work and family responsibilities, and to provide them with more opportunities to contribute to society and shape a better world.
- To learn more about my research, I invite you to explore the abstracts of my selected publications and academic conference presentations.
- You can find a list of my publications on Google Scholar
Publications
Distance & Online LearningAs the growing of the Massive Open Online Courses (MOOCs), it is a need to teach both instructors and learners with innovative education technology. Being interested in instructional design, I am passionate about introducing e-learning and other new technology within the adult and higher education context.
1. Lin, X., Sun, Q., Zhang, X. (2023). Applying the video timeline-anchored comment (VTC) tool to asynchronous online video discussions. International Journal of Human–Computer Interaction. https://doi.org/10.1080/10447318.2023.2247554
ABSTRACT
This qualitative study examines the use of the Video Timeline-Anchored Comment (VTC) tool in asynchronous online courses to explore students’ discussion during video-based lectures. Applying this recently available tool of human-computer interaction (HCI) for asynchronous online video discussions enables students to watch video-based lectures while timely commenting on the content, and peers’ thoughts, or asking questions. Thirty students from two graduate-level adult education courses at a US institution participated in the study. The findings demonstrate that the VTC tool helps engage online students in asynchronous video-based lecture discussions and increases their interactions with the content, peers, and their instructor. Our research suggests a model that encourages interactive engagement to enhance learners’ cognitive presence. This could help bridge the gap between online lectures and offline social networks in an asynchronous learning setting by facilitating real-time connections. We conclude by integrating the HCI tool with the interactive discussion model, students’ online interactions during video lecture discussions can be improved and sustained. 2. Lin, X. (2023). Exploring the Role of ChatGPT as a Facilitator for Motivating Self-Directed Learning Among Adult Learners. Adult Learning, https://doi.org/10.1177/10451595231184928
ABSTRACT
This study explores the potential of ChatGPT as a virtual tutor to facilitate self-directed learning (SDL) among adult learners in asynchronous online contexts. Although SDL has been identified as a critical skill, factors such as the lack of skills to find resources and the absence of a supportive learning environment could impede adult learners’ ability to engage in SDL. By harnessing the power of AI, ChatGPT can assist adult learners in setting learning goals, locating available resources, designing personalized learning plans, monitoring their performance, and reflecting on their learning experiences, ultimately leading to the effective completion of SDL. This study also discusses several existing limitations and challenges, including the need for instructors to provide guidance on creating prompts to use ChatGPT effectively, the possibility of learners becoming reliant on ChatGPT, the significance of institutions to provide policies of proper use of ChatGPT, and the necessary for AI developers to continuously improve the algorithms and data used by the system to minimize the likelihood of providing incorrect and irrelevant information. Additionally, some questions are raised regarding the balance between the use of ChatGPT and engagement with human instructors to ensure optimal learning outcomes. This study aims to enlighten adult educators and practitioners towards the integration of ChatGPT in asynchronous online learning to facilitate adult learning. 3. Lin, X. (2023). Using a Student-Developed Case Study Activity for Online Discussion Guided by a Three-Tier Case Method Model. Adult Learning. https://doi.org/10.1177/10451595231151
Abstract
This qualitative study examines student learning experiences toward a student-developed case study activity for online discussion guided by a three-tier case method model. Forty-five students were recruited from four online adult education courses. Analysis of students’ feedback shows that this activity leads to students’ positive learning experiences, including provoking critical thinking towards the discussion topic and providing unique resources for adult educators. The student-developed case study activity also helps establish a supportive peer relationship and engages students through analyzing a variety of student-developed cases, as well as interacting with the instructor and exchanging ideas with peers. This study furthermore indicates the potential usefulness of the proposed model as a guide for case study activities in the field of adult education and beyond. 4. Lin, X., & Sun, Q. (2023). Student‐Generated Memes as a Way to Facilitate Online Discussion for Adult Learners. Psychology in the Schools. https://doi.org/10.1002/pits.22884
abstract
This qualitative study examines how a student-generated meme activity influences adult learners' interaction in online class discussions. A multiple-case design is applied to understand how this class discussion activity facilitates online threaded interactions. This study recruited 28 adult learners from a two-section graduate-level asynchronous online class. Findings show that entertaining and easy to relate to meme activity generated by students engages adult learners in discussion activities for active learning. It helps learners quickly open up to each other to share and learn from each other. This discussion activity offers an alternative to releasing their emotions and feelings individually and collectively benefits adult learners when approaching new learning. It also shows the advantages of using a discussion activity connecting diverse adult learners and building a sense of community for social support while supporting each other for new learning. Findings indicate a significant role also played by the instructor in facilitating interactions. Our study provides insights into integrating internet tools (memes) with discussion activity for active learning in a fully asynchronous online discussion board. 5. Lin, X., Sun, Q., Zhang, X. (2021). Using learners’ self-generated quizzes in online courses. Distance Education, 42(3), 391-402. https://doi.org/10.1080/01587919.2021.1956303
ABSTRACT
This qualitative study, through the lens of Bloom’s revised taxonomy, investigates adult learners’ self-generated quiz activity on their online learning in a graduate-level course offered in 3 semesters. The quiz activity aimed to engage students to think about their learning goals while actively interacting with the learning content and performing from an instructor’s perspective with the assessment tools they created. Furthermore, completing the activity was also intended to support the learners in the online class and evaluate their learning performance. Findings show that the quiz activity promotes learners’ active learning and motivates them to think and use questions for assessing their peers’ learning. Self-generated quizzes enhance learners’ engagement with the learning content and improve their cognitive processes to gain knowledge. Findings also indicate that adult learners benefit from creating an assessment tool as practical skills in online learning for their future career and current work settings as educators. |
International Students & FacultyMy studies focus on students in higher education context as I intend to seek learning motivations of different students based on their unique characteristics.
I expect to help professionals to better understand diverse students and to find ways to enhance student learning experience. 1. Glass, C., Bista, K., Lin, X. (August, 2021). The Experiences of International Faculty in Institutions of Higher Education: Enhancing Recruitment, Retention, and Integration of International Talent. Routledge: New York.
Pre-order here Review of our book Book Description
Responding to the growing need for recruitment and retention of international talent in higher education institutions globally, this volume documents the experiences and contribution of international graduate students, researchers, and faculty. This text foregrounds perspectives around recruitment, transition, integration, professional development, and the retention of scholars originating from, or arriving in, countries including China, Australia, Iraq, Japan, and the US. By investigating the support systems that are in place to assist foreign-born faculty members in institutes of higher education, the text provides important insights for departments and institutions as they look to successfully attract and retain global academic talent. Moreover, the scientific and practical implications of the research presented in the text directly informs institutional policy, working towards more effective, inclusive, and equitable ways to support international faculty. This text will benefit researchers, academics, and educators with an interest in higher education, international and comparative education, and more specifically those involved with faculty development programs. The text will also support further discussion and reflection around multicultural education, international teaching and learning, and educational policy more broadly. 2. Su, S., Lin, X., McElwain, A. (2021). Parenting, loneliness, and stress in Chinese international students: Do parents still matter from thousands of miles away? Journal of Family Studies, 1-14. https://doi.org/10.1080/13229400.2021.1910540
abstract
To advance understanding of Chinese international student (CIS)’ psychological adjustment, we examined the role of parents in CIS’s loneliness and stress. 167 college students (Mage = 21.2 years) from two universities in the United States participated in this study. Regression analyses revealed that CIS reported less loneliness with more parent-CIS contact, but more stress when they reported more parent-CIS conflict. Helicopter parenting was associated with higher levels of loneliness and stress. Parental involvement was not a significant predictor when considering the impact of helicopter parenting. These findings support the important role of parents for CIS’s psychological adjustment. Implications for practice and future research are discussed. Cultural Diversity in Higher EducationTo fight for equal educational opportunities for women is one of my goals. I am eager to discover challenges that prevent women seeking knowledge and to explore ways to assist them to access to higher education.
1. Lin, X. (2023). Supporting international women faculty in US institutions: Practice of the “We Hear, We Speak” learning community. New Directions for Adult and Continuing Education, 2023(180), 39-49. https://doi.org/10.1002/ace.20510
abstract
This paper explores, from a practical perspective, the role, and potential outcomes of the We Hear, We Speak (WHWS) learning community in supporting international women faculty and promoting their personal and professional growth. Grounded in the principles of relational cultural theory (RCT), the WHWS community embodies the core practices of the learning community framework. Through its commitment to promoting success in academia, fostering mentoring relationships, and cultivating collaboration and productivity, the community is expected to empower international women faculty to thrive in the US academic realm. By providing a supportive and growth-oriented space, the WHWS community is anticipated to encourage its members to excel in their academic pursuits. Furthermore, it is expected to not only facilitate the development of mentoring relationships but also promote collaboration and productivity, enabling its members to engage in meaningful partnerships and contribute to the organization's success. In sum, by integrating the principles of RCT and embracing the core practices of the learning community framework, this paper discusses the potential of implementing the WHWS community to foster personal and professional growth, benefiting both individuals and the organization as a whole. 2. Lin, X. (2016). Barriers and Challenges of Female Adult Students enrolled in Higher Education: A Literature Review. Higher Education Studies. 6(2). https://doi.org/10.5539/hes.v6n2p119
aBSTRACT
The present study is a review of the literature concerning the barriers and challenges of female adult students enrolled in colleges and universities in the United States. Findings indicated that the commitments of multiple roles, lower level of self-confidence, and insufficient family and social support were the most significant variables related to the barriers and challenges of this population. Suggestions and implications of assisting this student group are discussed. The purpose of the current study is to raise people’s awareness and to understand the difficulties female adult students endure. It is also expected that family, peers, schools, and communities will offer more help to this special student group. |
Recent Awarded Grant
GenCyber camp: Equipping instructors with cybersecurity knowledge and skills
2023 - 2025 | CO-PI
Amount: $149,853 | Founder: National Security Agency
Supporting international women faculty in US institutions: Practice of “We Speak, We Hear” learning community
2022 - 2024 | PI
Amount: $3,032 | Founder: East Carolina University
2023 - 2025 | CO-PI
Amount: $149,853 | Founder: National Security Agency
Supporting international women faculty in US institutions: Practice of “We Speak, We Hear” learning community
2022 - 2024 | PI
Amount: $3,032 | Founder: East Carolina University