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Faculty of Humanities
Department of English Language Education
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Department of English Language Education

Dr FANGUY II, Michael Paul

Dr FANGUY II, Michael Paul

Assistant Professor
Personal InformationQualificationResearch FieldSelected Publications

Selected Publications

  • Elsevier.Fanguy, M. (in press). Beyond traditional note-taking: comparing the effects of collaboratively-generated versus instructor-provided notes on recall and writing performance. Australasian Journal of Educational Technology. (Impact factor: 3.3).
  • Fanguy, M., Costley, J., Courtney, M., & Lee, K. (2024). Analyzing collaborative note-taking behaviors and their relationship with student learning through the collaborative encoding-storage paradigm. Interactive Learning Environments, 32(8), 3968-3982.https://doi.org/10.1080/10494820.2023.2194329. (Impact factor: 3.7).
  • Shulgina, G., Fanguy, M., Zhang, H., Courtney, M., Baldwin, M., & Costley, J. (2024). The moderating effects of total comments on the relationship between comment implementation and online peer-supported writing performance. Computers & Education, 105104. https://doi.org/10.1016/j.compedu.2024.105104. (Impact Factor: 8.9)
  • Jung, J., Shin, Y., Chung, H., & Fanguy, M. (2024) The effects of pre-training types on cognitive load, self-efficacy, and problem-solving in computer programming. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-024-09407-3. (Impact Factor: 4.5)
  • Jung, J., Choi, S., & Fanguy, M. (2024). Exploration of Teachers’ Digital Literacy Experiences. International Review of Research in Open and Distributed Learning. https://doi.org/10.19173/irrodl.v25i2.7572. (Impact Factor: 2.5).
  • Fanguy, M., Baldwin, M., Shmeleva, E., Lee, K., & Costley, J. (2023). How collaboration influences the effect of note-taking on recall of contents and writing performance. Interactive Learning Environments, 31 (7), 4057-4071. https://doi.org/10.1080/10494820.2021.1950772. (Impact factor: 3.7).
  • Fanguy, M., Costley, J., & Almusharraf, N., & Almusharraf, A. (2023). Comparing the learning effects of online collaborative note-taking and posting in online discussion forums in flipped learning environments. Australasian Journal of Educational Technology, 39(2), 142–158. https://doi.org/10.14742/ajet.8580 (Impact factor: 3.3).
  • Fanguy, M., & Kharbash, R. (2023). Using a Metaverse to Teach Students to Predict the Interaction of Acids and Bases Using Hard and Soft Acids and Bases (HSAB) Theory. Journal of Chemical Education, 100(9), 3709-3716. https://doi.org/10.1021/acs.jchemed.3c00293 (Impact Factor: 2.5).
  • Costley, J., Zhang, H., Courtney, M., Shulgina, G., Baldwin, M., & Fanguy, M. (2023). Peer editing using shared online documents: The effects of comments and track changes on student L2 academic writing quality. Computer Assisted Language Learning, 1-27. https://doi.org/10.1080/09588221.2023.2233573 (Impact Factor: 6.0).
  • Kim, E.G., Baldwin, M., Shin, A., Peyton, C., & Fanguy, M. (2023). Developing a model for interdisciplinary collaboration for STEM graduate students. Journal of Science Education and Technology, 32(2), 227-240. https://doi.org/10.1007/s10956-022-10025-w. (Impact Factor: 3.3).
  • Southam, A., Zhang, H., Cao, R., Fanguy, M., & Costley, J. (2023). Understanding how the CoI framework affects discussions and posts created in online collaborative learning. Innovations in Education and Teaching International, 60(6). 848-860. https://doi.org/10.1080/14703297.2022.2130392. (Impact factor: 1.9).
  • Courtney, M., CoÍ◊tley, J., Baldwin, M., Lee, K., & Fanguy, M. (2022). Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing. The Internet and Higher Education, 55, 100873. https://doi.org/10.1016/j.iheduc.2022.100873. (Impact Factor: 6.4).
  • Costley, J., Courtney, M., & Fanguy, M. (2022). The interaction of collaborative note-taking behaviors, note completeness, and course performance: Examining multi-level temporal effects for a 10-week student writing program. The Internet and Higher Education, 52, 100831. https://doi.org/10.1016/j.iheduc.2021.100831. (Impact Factor: 6.4).
  • Lee, K., & Fanguy, M. (2022). Online exam proctoring technologies: educational innovation or deterioration? British Journal of Educational Technology, 53(3). 475-490. https://doi.org/10.1111/bjet.13182. (Impact Factor: 6.7).
  • Lee, K., Fanguy, M., Bligh, B., & Lu, X.S. (2022). Adoption of online teaching during the COVID-19 Pandemic: a systematic analysis of changes in university teaching activity. Educational Review, 74(3). 460-483. https://doi.org/10.1080/00131911.2021.1978401. (Impact factor: 3.1).
  • Zhang, H., Courtney, Shulgina, G., Fanguy, M., & Costley, J. (2022). Online peer editing: effects of comments and edits on academic writing skills. Heliyon, 8(7). https://doi.org/10.1016/j.heliyon.2022.e09822. (Impact factor: 3.4).
  • Courtney, M., Costley, J., & Fanguy, M. (2022). A protocol for analyzing repeated measures of online group behavior. MethodsX, 9, 101667. https://doi.org/10.1016/j.mex.2022.101667. (Impact factor: 1.6).
  • Fanguy, M., Lee, S. Y., & Churchill, D. G. (2021). Adapting educational experiences for the chemists of tomorrow. Nature Reviews Chemistry, 5(3) 141-142. https://doi.org/10.1038/s41570-021-00258-5. (Impact factor: 38.1).
  • Costley, J., & Fanguy, M. (2021). Collaborative note-taking affects cognitive load: The interplay of completeness and interaction. Educational Technology Research and Development, 69, 655–671, 1-17. https://doi.org/10.1007/s11423-021-09979-2. (Impact factor: 3.3).
  • Lee, K., Fanguy, M., Lu, X.S., & Bligh, B. (2021). Student learning during COVID-19: It was not as bad as we feared. Distance Education, 42 (1), 164-172. https://doi.org/10.1080/01587919.2020.1869529. (Impact factor: 3.7).
  • Costley, J., Fanguy, M., Lange, C., & Baldwin, M. (2021). The effects of video lecture viewing strategies on cognitive load. Journal of Computing in Higher Education, 33(1), 19-38. https://doi.org/10.1007/s12528-020-09254-y. (Impact factor: 4.5).
  • Fanguy, M., Costley, J. (2021). Creating a framework for understanding and defining flipped learning. Journal of Educators Online, 18(1). https://doi.org/10.1007/s12528-020-09254-y.
  • Zhang, H., Southam, A., Fanguy, M., & Costley, J. (2021). Understanding how embedded peer comments affect student quiz scores, academic writing, and lecture note-taking accuracy. Interactive Technology and Smart Education, 19(2), 222-235. https://doi.org/10.1108/ITSE-01-2021-0011. (Impact factor: 3.5).
  • Lange, C., Costley, J., & Fanguy, M. (2021). Collaborative group work and the different types of cognitive load. Innovations in Education and Teaching International, 58(4), 377-386. https://doi.org/10.1080/14703297.2020.1788970. (Impact factor: 1.9).
  • Almusharraf, N. M., Costley, J., & Fanguy, M. (2020). The effect of postgraduate students’ interaction with video lectures on collaborative note-taking. Journal of Information Technology Education: Research, 19, 639-654. https://doi.org/10.28945/4581. (Impact Factor: 1.9)
  • Fanguy, M., Costley, J., Baldwin, M., Lange, C., & Wang, H. (2019). Diversity in video lectures: Aid or hindrance?. International Review of Research in Open and Distributed Learning, 20(2). https://doi.org/10.19173/irrodl.v20i2.3838. (Impact factor: 2.5).
  • Baldwin, M. P., Fanguy, M., & Costley, J. (2019). The effects of collaborative note-taking in flipped learning contexts. Journal of Language and Education, 5(4), 25-35. https://doi.org/10.17323/jle.2019.9726. (Impact factor: 0.7)
  • Fanguy, M., Costley, J., Baldwin, M., Lange, C., & Han, S. (2018). The role of motivation in the use of lecture behaviors in the online classroom. Journal of Information Technology Education: Research, 17(1), 471-484. https://doi.org/10.28945/4131. (Impact Factor: 1.9)
  • Fanguy, M., Costley, J., & Baldwin, M. (2017). Pinch hitter: The effectiveness of content summaries delivered by a guest lecturer in online course videos. International Review of Research in Open and Distributed Learning, 18(7). https://doi.org/10.19173/irrodl.v18i7.3208. (Impact factor: 2.5).
  • Krasnyak, O., Fanguy, M., & Tikhonova, E. (2016). Linguistic approaches in teaching history of science and technology courses through a content block on cognitive sciences. Journal of Language and Education, 2(3), 32-44. http://doi.org/10.17323/2411-7390-2016-2-3-32-44. (Impact factor: 1.0).