I. THÔNG TIN CÁ NHÂN
II. QUÁ TRÌNH NGHIÊN CỨU KHOA HỌC
1. Các đề tài nghiên cứu khoa học đã thực hiện.
2. Sách và giáo trình xuất bản.
3. Các công trình nghiên cứu khoa học đã công bố.
| Xuất bản tiếng Anh |
| 1. Diệp Ánh Nguyệt, Philippe Geneviève, Counasse Ludivine, Hubert Philippe, Donneau Anne-Françoise. 2024. CHALLENGES IN THE MOST CHALLENGING COURSE AS PERCEIVED BY THE STUDENTS OF HEALTH SCIENCES DURING THE COVID-19 PANDEMIC: WHAT ARE THEY AND WHO WERE STRUGGLING THE MOST?. European Journal of Education. 21 June. 1-25. (Đã xuất bản) |
| 2. Diệp Ánh Nguyệt, Jean-Christophe Servotte, Nadia Dardenne, Sophie Vanbelle, Vanessa Wauthier, Meryl Paquay, Suzanne Hetzel Campbell, Jonathan Goffoy, Anne-Françoise Donneau, Alexandre Ghuysen. 2022. THE PERFORMANCE OF THE HEALTH COMMUNICATION ASSESSMENT TOOL© (HCAT-F) IN CALIBRATING DIFFERENT LEVELS OF NURSE COMMUNICATION SKILLS IN A FRENCH-SPEAKING CONTEXT. European Journal of Health Communication. 3. 164-179. (Đã xuất bản) |
| 3. Diệp Ánh Nguyệt, Allison Gilbert, Claude Saegerman, Marjorie Gangolf, Vi D'Orio, Alexandre Ghuysen, Anne Françoise Donneau. 2021. DEVELOPMENT AND VALIDATION OF A PREDICTIVE MODEL TO DETERMINE THE LEVEL OF CARE IN PATIENTS CONFIRMED WITH COVID-19. Infectious Diseases. 1. 1-10. (Đã xuất bản) |
| 4. Diệp Ánh Nguyệt, Meryl Paquay, Jean-Christophe Servotte, Nadia Dardenne, Laure Istas, Pauline Van Ngoc, Mathilde Charlier, Alexandre Ghuysen, Anne-Francoise Donneau. 2021. VALIDATION OF A FRENCH-LANGUAGE VERSION OF TEAMSTEPPS® T-TPQ AND T-TAQ QUESTIONNAIRES. Journal of Interprofessional Care. 1. 1-10. (Đã xuất bản) |
| 5. Võ Minh Hiển, Diệp Ánh Nguyệt, Chang Zhu. 2020. EXAMINING BLENDED LEARNING IMPLEMENTATION IN HARD AND SOFT SCIENCES: A QUALITATIVE ANALYSIS. International Journal of Research in Education and Science. 6. 250-272. (Đã xuất bản) |
| 6. Diệp Ánh Nguyệt, Võ Minh Hiển, Chang Zhu. 2019. THE USE OF ALTERNATIVE ASSESSMENT IN LANGUAGE TEACHING CONTEXT: A REVIEW OF PORTFOLIO ASSESSMENT IN L2/EFL WRITING COURSES. Using Alternative Assessment to Improve EFL Learners’ Learning Achievement: From Theory to Practice. 1. 1-21. (Đã xuất bản) |
| 7. Celine Cocquyt, Diệp Ánh Nguyệt, Tom Vanwing, Chang Zhu, Maurice de Greef. 2018. TOWARDS BLENDED LEARNING DESIGNS FOSTERING ADULTS' SOCIAL CAPITAL: WHAT DO EMPIRICAL FINDINGS REVEAL?. Ubiquitous Inclusive Learning in a Digital Era. 9/2018. 55-80. (Đã xuất bản) |
| 8. Diệp Ánh Nguyệt, Tom Vanwing, Chang Zhu, Celine Cocquyt, Maurice de Greef. 2018. ADULT LEARNERS’ SOCIAL CONNECTEDNESS AND ONLINE PARTICIPATION: THE IMPORTANCE OF ONLINE INTERACTION QUALITY. Studies in Continuing Education. 41. 1-21. (Đã xuất bản) |
| 9. Celine Cocquyt, Diệp Ánh Nguyệt, Tom Vanwing, Chang Zhu, Maurice de Greef. 2018. CONTRIBUTION OF SOCIAL-CONSTRUCTIVIST AND ANDRAGOGICAL PRINCIPLES IN BLENDED LEARNING TO ADULT'S SOCIAL INCLUSION AND SOCIAL CAPITAL. Andragogical studies. 1. 47-78. (Đã xuất bản) |
| 10. Celine Cocquyt, Diệp Ánh Nguyệt, Tom Vanwing, Chang Zhu, Maurice de Greef. 2017. EXAMINING SOCIAL INCLUSION AND SOCIAL CAPITAL AMONG ADULT LEARNERS IN BLENDED AND ONLINE LEARNING ENVIRONMENTS. European Journal for Research on the Education and Learning of Adults. 8. 77-101. (Đã xuất bản) |
| 11. Võ Minh Hiển, Diệp Ánh Nguyệt, Chang Zhu. 2017. THE EFFECT OF BLENDED LEARNING ON STUDENT PERFORMANCE AT COURSE-LEVEL IN HIGHER EDUCATION: A META-ANALYSIS. Studies in Educational Evaluation. 53. 17-28. (Đã xuất bản) |
| 12. Diệp Ánh Nguyệt, Tom Vanwing, Chang Zhu, Celine Cocquyt. 2017. ONLINE INTERACTION QUALITY AMONG ADULT LEARNERS: THE ROLE OF SENSE OF BELONGING AND PERCEIVED LEARNING BENEFITS. Turkish Online Journal of Educational Technology. 16. 71-78. (Đã xuất bản) |
| 13. Diệp Ánh Nguyệt, Tom Vanwing, Chang Zhu, Celine Cocquyt. 2017. HOW ARE DIFFERENT TYPES OF ONLINE PARTICIPATION RELATED TO ADULT LEARNERS’ LEARNING PERFORMANCE AND SOCIAL CAPITAL?. Adult Education for Inclusion and Diversity. 2017. 79-86. (Đã xuất bản) |
| 14. Võ Minh Hiển, Diệp Ánh Nguyệt, Chang Zhu. 2017. BLENDED LEARNING COMPONENTS IMPORTANT TO STUDENT LEARNING: A STUDY ON THE PERCEPTIONS OF INSTRUCTORS. Turkish Online Journal of Educational Technology. Special issue November. 123. (Đã xuất bản) |
| 15. Diệp Ánh Nguyệt, Tom Vanwing, Chang Zhu, Celine Cocquyt, Maurice de Greef. 2017. EFFECTS OF CORE SELF-EVALUATION AND ONLINE INTERACTION QUALITY ON ADULTS' LEARNING PERFORMANCE AND BONDING AND BRIDGING SOCIAL CAPITAL. The Internet and Higher Education. 34. 41-55. (Đã xuất bản) |
| 16. Diệp Ánh Nguyệt, Tom Vanwing, Chang Zhu, Celine Cocquyt. 2016. PREDICTING ADULT LEARNERS’ ONLINE PARTICIPATION: EFFECTS OF ALTRUISM, PERFORMANCE EXPECTANCY, AND SOCIAL CAPITAL. Computers and Education. 101. 84-101. (Đã xuất bản) |
| 17. Diệp Ánh Nguyệt, Chang Zhu, Yves Blieck, Katrien Struyven. 2016. WHO OR WHAT CONTRIBUTES TO STUDENT SATISFACTION IN DIFFERENTBLENDED LEARNING MODALITIES?. British Journal of Educational Technology. 0. 0. (Đã xuất bản) |
| 18. Diệp Ánh Nguyệt, Tom Vanwing, Chang Zhu, Celine Cocquyt. 2015. ADULT LEARNERS' ONLINE PARTICIPATION FROM SOCIO-MOTIVATIONAL AND SOCIAL CAPITAL PERSPECTIVES. ICERI2015 8th annual International Conference of Education, Research and Innovation, Seville, Spain. . 8562-8571. (Đã xuất bản) |
| 19. Celine Cocquyt, Diệp Ánh Nguyệt, Tom Vanwing, Chang Zhu. 2015. ADULTS IN FORMAL BLENDED LEARNING ENVIRONMENTS: WHO PERCEIVES THE MOST BENEFITS?. ICERI2015 8th annual International Conference of Education, Research and Innovation, Seville, Spain. . 50-60. (Đã xuất bản) |
4. Lĩnh vực nghiên cứu khoa học chính.