Assistant Professor (Ph.D)

Research interests：

Self-regulated learning, online learning engagement analysis, online instructional design, technology-assisted learning, digital literacy, cyberwellness, anti-cyberbullying

Research project working on（2022-2025）：

The project is titled "Action Research on Optimising Teachers' Online Instructional Design from the Perspective of Regulation Theory" [Project No. CCA220320], which is supported by the National Social Science Foundation of China, Youth Project in Education. 

Recent publications：

Pan, Q., Lan, M.*, Tan, C. Y., Tao, S., Liang, Q., & Law, N. W. Y. (2024). Protective factors contributing to adolescents' multifaceted digital resilience for their wellbeing: a socio-ecological perspective. Computers in Human Behaviour, 155, 108164. https://doi.org/10.1016/j.chb.2024.108164

Previous publications：

Tao, S., Lan, M., Tan, C. Y., Liang, Q., Pan, Q., & Law, N. (2023). Adolescents’ cyberbullying experience and well-being: Sex difference in the moderating role of cognitive-emotional regulation strategy. Computers in Human Behavior, 108122.

Shi, Q., Lan, M.*, & Wan, X. (2023). The Implementation Mechanism and Effectiveness of a National Plan of a Digital Competence Training Program for Chinese Primary and Secondary School Teachers. Sustainability,15(24):16944. https://doi.org/10.3390/su152416944

Lan, M., & Huang, Q. (2023). Clustering digital learning pathway preferences from the perspectives of epistemic justification on self-regulated learning, social presence, and resources. Heliyon, e20038.

Lan, M., Pan, Q., Tan, C. Y., & Law, N. W. Y. (2022). Understanding protective and risk factors affecting adolescents’ well-being during the COVID-19 pandemic. npj Science of Learning, 7(1), 32.

Tan, C. Y., Pan, Q., Zhang, Y., Lan, M., & Law, N. (2022). Parental Home Monitoring and Support and Students’ Online Learning and Socioemotional Well-Being During COVID-19 School Suspension in Hong Kong. Frontiers in Psychology, 3198.

Lan, M., Law, N., & Pan, Q. (2022). Effectiveness of anti-cyberbullying educational programs: A socio-ecologically grounded systematic review and meta-analysis. Computers in Human Behavior, 107200.

Tan, C. Y., Pan, Q., Zhang, Y., Lan, M., & Law, N. (2022). Parental home monitoring and support and students’ online learning and socioemotional well-being during COVID-19 school suspension in Hong Kong. Frontiers in Psychology, 13, 916338.

Lan, M., & Hew, K. F. (2020). Examining learning engagement in MOOCs: A self-determination theoretical perspective using mixed method. International Journal of Educational Technology in Higher Education, 17(1), 1-24.

Lan, M., Hou, X., Qi, X., & Mattheos, N. (2019). Self‐regulated learning strategies in world's first MOOC in implant dentistry. European Journal of Dental Education, 23(3), 278-285.

Hew, K. F., Lan, M., Tang, Y., Jia, C., & Lo, C. K. (2019). Where is the “theory” within the field of educational technology research?. British Journal of Educational Technology, 50(3), 956-971.

Chapters：

Zhai, S., & Lan, M. (2022). The Role of Online Course Design in Associating Second Language Learners’ Motivation and Self-regulated Learning Strategies in Non-formal Online Learning Contexts. In Digital Communication and Learning: Changes and Challenges (pp. 343-363). Singapore: Springer Singapore.

Lan, M. (2022). Exploring a Self-paced Online Course Design, Learning Engagement, and Effectiveness on Anti-cyberbullying Topic for Adolescents in Hong Kong. In Digital Communication and Learning: Changes and Challenges (pp. 107-122). Singapore: Springer Singapore.