陳鏗任 助理教授

Dr. Ken-Zen Chen

Assistant Professor

Attention: The internal data of table “37” is corrupted!

Bio

Dr. Ken-Zen Chen is an Assistant Professor in the Institute of Education at National Chiao Tung University in Taiwan starting September, 2015. Prior to joining NCTU, Dr. Chen was an instructional Design Consultant/Research & Retention Analyst at eCampus Center, Boise State University, Idaho, U.S.A. Dr. Chen specialized in retention research & provided instructional design consultation to support the design & delivery of online courses & programs at Boise State. In line with the state government’s mission of Complete College Idaho 2020, he assisted with learning analytics to improve online student success as well as to provide faculty support with research collaborations for online scholarship of teaching & learning.

Dr. Chen completed his Ph.D. in math, science & technology education in 2012, & M.S. in applied statistics in 2010 from University of Illinois at Urbana-Champaign(UIUC); he also received a M.A in curriculum & instruction & a B.Ed. from National Taiwan Normal University (NTNU). With his experience in instructional design tools, Dr. Chen was formerly employed as a technical consultant at College of Education Online at UIUC & a network administrator at Department of Education, NTNU, in which he offered technical consulting, designed/created online environments, & managed online learning communities. Dr. Chen has broad research interests & backgrounds in the areas of educational technology, learning sciences, big-data analytics in education, & curriculum & instruction. Starting 2016, Dr. Chen collaborates with Dr. Barbara Oakley to transform her famous “Learning How To Learn” MOOC to be a series of culturally responsive MOOCs for Chinese-speaking learners and won a great success. Currently, the “landing” LHTL is on boarding in five MOOC platforms and one Podcast platform. Dr. Chen uses these MOOCs as research sites to generate a sustainable model for MOOC development. In addition, Dr. Chen works with College of Science faculty to develop and study a fully-online and self-directed learning undergraduate program.

 

Education

  • Ph.D. in Math, Science & Technology Education, University of Illinois at Urbana-Champaign (2012.12)
  • M.S. in Applied Statistics, University of Illinois at Urbana-Champaign (2010.12)
  • Ph.D. Candidate in Curriculum & Instruction, National Taiwan Normal University(2003-2012)
  • M.A. in Education, National Taiwan Normal University(2003)
  • B.A. in Education, National Taiwan Normal University(2001)

Experience

  • Instructional Design Consultant / Research & Retention Analyst, eCampus Center,
    Boise State University (2013.01-2015.08)
  • Adjunct Instructor, Dept. of World Languages, Boise State University(2013.5-2015.12)
  • Teacher, Mei-Yuan Elementary School, Miao-Li County, Taiwan(2011.07-2011.12)
  • Technology Consultant, College of Education Online, University of Illinois at Urbana-Champaign(2008.01-2013.06)
  • Full-time Research Associate, Center for Research on Educational Evaluation & Development, National Taiwan Normal University(2006.12-2007.07)
  • Adjunct Lecturer,National Taiwan Normal University(2005.7-2005.8)
  • Adjunct Lecturer,Taipei Municipal Teachers College(2004.9-2005.1)
  • Adjunct Lecturer,National Hsin-Chu Teachers College(2004.2-2004.6)
  • Adjunct Teacher, Taipei County San-Min High School(2003)

Teaching

  • The NYCU e-Learning Designers’ Academy (Grad.)
  • Theories of Networked/Online Learning(Grad.)
  • Educational Research Methods(Grad.)
  • Introductory Statistics(Grad.)
  • Research in Digital Divide(Grad.)
  • Application of Learning Analytics in the Learning Management Systems(Grad.)
  • Philosophy of Education(Under.)
  • Sociology of Education(Under.)
  • Differentiated Instruction(Under.)
  • Learning Strategies(Under.)

Publication

中文期刊論文
陳鏗任、林炳洲、王子華(2021)。馬來西亞高等校院的停課不停學—大學生在COVID-19行動管制令下的結構與行動。當代教育研究(TSSCI),29(3),35-80。
蔡明學、陳鏗任、謝進昌(2017)。世界各國教育資料標準制訂與借鏡:論述臺灣國民中小學學生學籍交換規格標準4.0版之建構歷程與內容。比較教育,82,97-127。https://doi.org/10.3966/160957582017050082004
陳鏗任(2016a)。數位科技時代中美國遠距大學生的學業操守問題與因應。教育實踐與研究(TSSCI),29,199-232。
陳鏗任(2015a)。學習力研究的多元理解。教育研究月刊,253,64-80。https://doi.org/10.3966/16806360201505253005
陳鏗任(2014c)。大學院校應用學習分析之概況。教育資料與圖書館學(TSSCI),51(4),597-636。https://doi.org/10.6120/JoEMLS.2014.514/0612.RV.CM
陳鏗任、蔡曉楓(2012)。以科學探究精神開展通識教育:Schwab在芝加哥大學的超越與實踐。教育研究集刊(TSSCI),58(2),71-108。https://doi.org/10.3966/10288708201206003
吳建華、陳鏗任(2011)。經濟全球化下臺灣海外學校的挑戰與因應:以東莞臺商子弟學校為個案。教育研究與發展 ,7(3),181-214。
李咏吟、趙曉美、李孟文、蔡曉楓、陳鏗任(2008)。資源班數學教師合作式省思專業成長團體研究。中等教育,59(1),8-27。
趙美聲、陳鏗任、王玉蘭(2007)。數位學習準備度指標之發展。訓練與發展,64,1-20。
陳鏗任(2006a)。教育學國際學術期刊簡介(II)--課程領域期刊。人文與社會科學簡訊,7(2),62-67。
陳鏗任、吳建華(2006)。是故鄉,還是異鄉?從東莞台校學生的學習經驗看台商子女的身份認同意象。師大學報教育類(TSSCI),51(2),173-194。https://doi.org/10.3966/2073753X2006105102008
陳鏗任(2005b)。教育學門中二種課程領域SSCI期刊評介。教育資料與研究,65,108-125。
陳鏗任(2005a)。因果關係之哲學與統計分析在教育研究之意義。教育資料與研究,62,68-84。
陳鏗任、單文經(2004b)。香港中小學公民教育類教科書內容的特色。教育研究月刊,120,80-93。
陳鏗任(2003a)。香港語言教育政策及問題評析。中等教育,54(6),48-63。
單文經、陳鏗任、洪泉湖(2002)。香港公民教育的歷史發展與重要問題。中等教育,53(5),58-76。
英文期刊論文
Chen, Ken-Zen, Tseng, Ching-Yu, & Wu, Chien-Hua (2021, accepted). Renaissance of Field Placement in Taiwan's Teacher Education: Designing Two-stage Professional Development in an Overseas Practicum for Preservice Teachers. Journal of Education for Teaching (SSCI),
Chen, Ken-Zen, Lin, Yi-Hsuan (2021, accepted). Feasibility of preschool's parent-teacher communication using a mobile app: An action research in a remote fishing village. Interactive Learning Environments (SSCI), https://doi.org/10.1080/10494820.2021.1977963
Chen, Kzn-Zen, & Wu, Chien-Hua (2021, in press). Negotiating, (Re)forming, and Creating Identity: An Observation of Students at a Taiwanese Overseas School in China. Education Journal (TSSCI), 49(2), 1-30.
Chen, Ken-Zen, & Li, S. -C. (2021). Sequential, typological, and academic dynamics of self-regulated learners: Learning analytics of an undergraduate chemistry online course. Computers & Education: Artificial Intelligence, 100024. https://doi.org/10.1016/j.caeai.2021.100024
Chen, Ken-Zen*, & Yeh, H. -H. (2021). Acting in secret: Interaction, knowledge construction and sequential discussion patterns of partial role-assignment in a MOOC. Australasian Journal of Educational Technology (SSCI), 37(6), 41-60. https://doi.org/10.14742/ajet.6979
Chen, C. -H., Chen, K. -Z.,* & Tsai, H. -F. (2021). Did Self-Directed Learning Curriculum Guidelines Change Taiwanese High-School Students' Self-Directed Learning Readiness? The Asia-Pacific Education Researcher (SSCI). https://doi.org/10.1007/s40299-021-00582-w
Chen, Ken-Zen (2020b). Bridging digital divide in a remote elementary school: A teacher&’s reflection on invisible work. Journal of Community Informatics, 16, 77-99. https://openjournals.uwaterloo.ca/index.php/JoCI/article/view/3496/4567
Chen, Ken-Zen, Chen, C. –H., Tsai, H. –F., Li, S. –C., & Guglielmino, L. M. (2020). Preparation to assess students during implementation of the new Taiwanese k-12 curriculum. International Journal of Self-Directed Learning, 17(2), 17(2), 10-32. [EJ1286450]
Chen, Ken-Zen (2020a). Coaching college students’ self-regulated online learning skills. Change: The Magazine of Higher Learning, 52(6), 48-56. https://doi.org/10.1080/00091383.2020.1839338
Chen, Ken-Zen, Chi, H. -H. (2020). Novice Young Board-Game Players’ Experience about Computational Thinking. Interactive Learning Environments (SSCI), Interactive Learning Environments, https://doi.org/10.1080/10494820.2020.1722712.
Chen, Ken-Zen, Oakley, B. (2020). Redeveloping a Global MOOC to be More Locally Relevant: Design-Based Research. International Journal of Educational Technology in Higher Education (SSCI), 17(1), 1-22. https://doi.org/10.1186/s41239-020-0178-6
Chen, Ken-Zen, Lowenthal, P., Bauer, C., Heaps, A., & Nielsen, C. (2017). Moving beyond smile sheets: A case study on the evaluation and iterative improvement of an online faculty development program. Online Learning Journal (formerly Journal of Asynchronous Learning Network), 21, 85-111. https://doi.org/10.24059/olj.v21i1.810(獲2017 AECT 遠距學習期刊論文獎第二名)
Chen, Ken-Zen, Anderson, J., Bauer, C., Hannah, E., & Provant-Robishaw, C. (2015). Resolving bottlenecks: Converting three high-enrollment nursing courses to an online format. Journal of Nursing Education (SSCI), 54, 404-408. https://doi.org/10.3928/01484834-20150617-09
Chen, Ken-Zen, Lowenthal, P., & Bauer, C. (2016). Effectiveness and student perception of three high-enrollment health studies online courses. Health Education Journal (SSCI), 75,343-357. https://doi.org/10.1177/0017896915581060 (獲2016 AECT 遠距學習期刊論文獎第一名)
Lowenthal, P., Bauer, C., & Chen, Ken-Zen (2015). Student perceptions of online learning: An analysis of online course evaluations. American Journal of Distance Education, 29, 85-97. https://doi.org/10.1080/08923647.2015.1023621 (獲NUTN年度研究學術獎)
中文研討會論文
邱嘉柔、陳鏗任(2021,3月)。行動自學在成人業餘合唱團基礎視唱能力影響之研究。論文發表於第十六屆台灣數位學習發展研討會(TWELF 2021),2021年3月25-26日,台灣宜蘭。
邱嘉柔、陳鏗任(2020,12月)。因應Covid-19之遠距合唱教學模式發展之需求。海報論文發表於2020台灣教育傳播暨科技學會年會國際學術研討會,12月4~5日,新北市,淡江大學。
林逸萱、陳鏗任(2020,3月)。以Classting提升幼兒園親師溝通成效: 一個新北偏鄉的行動研究。論文發表於第十五屆台灣數位學習發展研討會(TWELF 2020),2020年3月20-21日,台灣新竹。
簡嫈儒、陳鏗任(2020,3月)。SAIL計劃學習教練輔助平台的需求分析。論文發表於第十五屆台灣數位學習發展研討會(TWELF 2020),2020年3月20-21日,台灣新竹。
黎少奇、陳鏗任(2020,3月)。在磨課師中的學習者行為類型:以學會學:學習之道為例。論文發表於第十五屆台灣數位學習發展研討會(TWELF 2020),2020年3月20-21日,台灣新竹。
黎少奇、吳歡鵲、陳鏗任(2019年10月)。以數位學習打造高度自主的SAIL方案:自主學習準備度與學習路徑的探究。2019年台灣教育傳播暨科技學會年會@NCTU國際學術研討會,新竹市。
陳鏗任(2019)。理學院自主愛學習啟航計畫107-1表現。論文報告於國立交通大學大數據中心校務分析成果分享會,2019年3月7日,台灣新竹。
陳振遠、陳鏗任(2018)。探討不同因素對初中生觀看網路影片學習態度與行為影響--以知識型Youtuber為例。論文發表於第22屆全球華人計算機教育應用大會,2018年5月,中國廣州。
曾靜瑜、陳鏗任(2017)。以探究社群觀點分析線上協作平台推動職前教師教學共備之效果。論文發表於世界教育研究學會2017年年會,2017年11月29日至12月2日,中國香港。
劉瑀涵、陳鏗任(2017)。個人適性化學習軟體在基礎學科學習的成效:以Cerego為例。論文發表於世界教育研究學會2017年年會,2017年11月29日至12月2日,中國香港。
陳鏗任(2016c,12月)。以活動理論為視鏡檢視12年國教課程總綱轉化的多重學校個案。論文發表於國家教育研究院主辦,「邁向十二年國教新課綱:學生學習與學校本位課程」研討會,2016年12月7-9日,台北市。
陳鏗任(2016b,11月)。大學教學的暗角:作弊 -- and 科技能做什麼?主題演講於文化大學教學資源中心主辦,「追求大學教學品質提昇國際研討會」,2016年11月29日,台北市。
陳鏗任(2015b,12月)。​大班開心教:你也能用的五十種科技錦囊。主題演講於文化大學教學資源中心主辦,「追求大學教學品質提昇國際研討會」,2015年12月14日,台北市。
陳鏗任(2011d,12月)。初次線上學習者在同步教室的學習期待與經驗。論文發表於文化大學教育學院主辦,「台灣教育傳播暨科技學會2011年國際學術研討會」,2011年12月2~3日,台北市。
陳鏗任(2011c,12月)。拉近數位落差的美麗夢想與不停歇的批判:每童一筆電(One Laptop Per Child)慈善計畫個案評述。論文發表於文化大學教育學院主辦,「台灣教育傳播暨科技學會2011年國際學術研討會」,2011年12月2~3日,台北市。
陳鏗任(2011b,10月)。以科學課程實踐通識教育:Joseph Schwab在芝加哥大學的半世紀貢獻。論文發表於國立臺灣師範大學教育評鑑與研究中心主辦之「新世代的大學定位與價值國際學術研討會」,2011年10月28~29日,台北市。
陳鏗任(2011a,4月)。身在公門好修行:執法甘苦亂談。主題演講於伊利諾大學香檳分校台灣講談社例會,2011 年4 月22 日,美國。
陳鏗任(2009c,9月)。人鬼相恤‧頭城搶孤。主題演講於伊利諾大學香檳分校臺灣講談社例會,2008 年9 月18 日,美國。
陳鏗任(2008c,9月)。海洋國家路遙遙—國際海洋法及臺灣周邊海域爭端。主題演講於伊利諾大學香檳分校臺灣講談社例會,2008年9月5日,美國。
李咏吟、趙曉美、李孟文、蔡曉楓、陳鏗任(2006,11月)。提升資源班數學教學成效的教師合作式省思專業成長團體研究。論文發表於國立臺灣師範大學教育學系主辦「社會變遷與課程改革研討會」,2006年11月17~18日,台北市。
陳鏗任(2005g,11月)。學校中的科技誰來談?臺灣教育學門中的科技對話。論文發表於國立臺灣師範大學教育學系主辦,「華人世界近年教育改革的檢討國際學術研討會」,2005年11月25~27日,台北市。
陳鏗任(2005f,6月)。二種課程領域SSCI期刊評介。論文發表於國立台北師範學院課程與教學研究所主辦,「課程發展的國際經驗」學術研討會,2005年6月1日,台北市。
陳鏗任、吳建華(2005e,5月)。大陸台商子女的認同之旅:從故鄉到異鄉。論文發表於台北市立師範學院主辦與中華民國課程與教學學會主辦之「社會重建課程的理念與實踐國際學術研討會暨第十二屆課程與教學論壇」,2005年5月13-14日,台北市。
陳鏗任、林亮雯(2004,12月)。青少年網路文化的探索:網路民族誌取徑的引介。論文發表於佛光大學教育資訊學研究所主辦,第二屆教育資訊國際學術研討會,2004年12月3-4日,臺灣宜蘭。
陳鏗任(2004,6月)。普通高級中學課程綱要修訂草案之評析。論文發表於國立臺灣師範大學教育學系與中華民國課程與教學學會主辦之「課程與教學的回顧與前瞻國際學術研討會暨第十屆課程與教學論壇」,2004年6月18-19日,台北市。
陳鏗任、單文經、洪泉湖(2001,12月)。從演進的觀點看香港公民教育的問題。論文發表於國立台東師範學院主辦之「儒家文化與亞洲價值學術研討會」會議論文集(頁92-106),2001年12月17-18日,臺灣台東。
英文研討會論文
Chen, Ken-Zen, Seidle, R., Wang, I. K. (2021). Digital transformation: Learning, organizational change, and the moderating roles of firm size and environmental dynamism. Paper presented at the 18th Conference of the International Joseph Schumpeter Society, Rome, Italy and online.
Chen, Chang-Hua, & Chen, Ken-Zen (2021). SDL as a Key Competency in the New Taiwan National K-12 Curriculum Guidelines. Paper presented at the 2021 International Society for Self-Directed Learning Virtual Summit (Self-Directed Learning for a Changing World: A Virtual Summit), Feb. 3~5, online.
Chen, Ken-Zen, Chen, Chang-Hua, & Tsai, Hsiao-Feng (2019, Aug.).Self-Directed learning readiness of taiwan high school students: Will new curriculum guidelines create self-directed learners? Paper presented at the World Education Research Association (WERA) 2019 Focal Meeting, Tokyo, Japan: Gakushuin University.
Yeh, Hsiao-Han,Chen, Ken-Zen, (2019, Aug.). Promoting knowledge constructive discussion in mass open online courses: A role-assignment intervention. Paper presented at the World Education Research Association (WERA) 2019 Focal Meeting, Tokyo, Japan: Gakushuin University.
Liu, Yu-Han, Chen, Ken-Zen, (2019, Aug.). Improving pre-service teachers’ learning performance in educational foundations by an adaptive digital flashcard: Opportunities and challenges. Poster session presented at the World Education Research Association (WERA) 2019 Focal Meeting, Tokyo, Japan: Gakushuin University.
Chen, Ken-Zen, & Oakley, B. (2019, Apr.). Redeveloping a MOOC to Be More Culturally Relevant: A Design-Based Approach. Paper presented at the 2019 American Educational Research Association Annual Meeting, Toronto, Canada.
Tseng, Ching-Yu, & Chen, Ken-Zen (2019, Apr.). Creating a Community of Inquiry for Pre-service Teachers' Professional Development Through Cloud Platforms. Paper presented at the CAERDA 2008 International Conference, Toronto, Canada.
Chen, Ken-Zen, Zeng, Jin-Yu, & Wu, Chien-Hua (2017, Nov.).The effectiveness of pre-service teacher’s internship in Taiwanese oversea schools: An innovative case. Poster session presented at the World Education Research Association (WERA) 2017 Focal Meeting, Hong Kong, China: Hong Kong University of Education.
Chen, Ken-Zen, Lowenthal, P., Bauer, C. (2016, Apr.). How do online faculty perceive their professional development opportunity? A case study. Paper presented at the 2016 American Educational Research Association Annual Meeting, Washington, DC.
Chen, Hao, J., & Chen, Ken-Zen (2015, Sept.). Facilitation or hindrance? The dilemma of promoting indigenous language & digital literacy for Atayal students in Taiwan. Paper presented at the World Education Research Association (WERA) 2015 Focal Meeting, Budapest, Hungary: Corvinus University.
Caldwell-O'Keefe, J. R., Stefancic, M., Chen, Ken-Zen, & Provant-Robishaw, C. (2015, Jan.). Developing social awareness through community engagement: A design-thinking process for university foundation courses. Poster session presented at Great Ideas for Teaching & Learning Symposium, Boise, ID.
Chen, Ken-Zen (2014f, Nov.). “You Can't Teach That Online! (Online Chinese)” Panel session presented at the Blackboard Digital Ecosystems for Success Conference, Boise, ID.
Chen, Ken-Zen (2014e, Oct.). The Effectiveness of Synchronous Learning Components in an Asynchronous Introductory Language Course. Lightning Round session presented at the 2014 Northwest eLearning Conference, Boise, ID.
Lowenthal, P., Bauer, C., & Chen, Ken-Zen. (2014, Aug.). Student perceptions of online learning: An analysis of online course evaluations. Paper presented at 30th Annual Conference on Distance Teaching & Learning, Madison, WI.
Chen, Ken-Zen (2014d, Mar.). Supporting Faculty toward High-Quality Online Course Design: Boise State eCampus eQIP Program. Poster presented at the Conference of Diversity, Learning, and Student Success: Policy, Practice, and Privilege. Chicago, IL: Association of American Colleges and Universities.
Chen, Ken-Zen (2013c, May). Struggling, reflecting, and overcoming -- Making sense of being a teacher educator via adjunct experiences. Ninth International Congress of Qualitative Inquiry, Urbana, IL.
Chen, Ken-Zen (2013b, Apr.). Hidden works of bridging digital divides via OLPC XO laptops. Paper session presented at 2013 American Educational Research Association Annual Meeting, San Francisco, CA.
Chen, Ken-Zen(2012d, Oct.). Hidden works in a project of closing digital inequalities: A qualitative inquiry in a remote school. Paper session presented at the Fifth International Conference on Ubiquitous Learning, Champaign, IL.
Chen, Ken-Zen (2012c, May). Exploring teachers’ hidden works in a remote initiative of bridging digital divides. Paper session presented at the Eighth International Congress of Qualitative Inquiry, Urbana, IL.
Chen, Ken-Zen, & Wu, Chien-Hua (2010, Apr.). Taiwanese international school under challenges: A case study of school’s reactions in China/Taiwan economic transition. Paper session presented at the 2010 American Educational Research Association Annual Meeting, Denver, Co.
Chen, Ken-Zen (2008a, Mar.). Depicting a whole picture: A review of recent literature concerning international college students. Poster session presented at the CAERDA 2008 International Conference, New York City.
Chen, Ken-Zen (2005d, July). An Analysis to the Revision of Senior High School Guidelines in Taiwan. Paper session presented at the Pacific Circle Consortium 29th Annual Conference 2005, Sydney, NSW, Australia.
Chen, Ken-Zen (2005c, May). An Introduction for curriculum inquiry journals in SSCI. Paper session presented at the Implementation and Rethinking of Education Reforms in Mainland China, Hong Kong, Macau and Taiwan. Macau, China.
Chen, Ken-Zen, & Shan, Wen-Jing (2004a, Apr.). The characteristics of textbooks for cultivating citizenship in Hong Kong primary and secondary school. Paper session presented at the Pacific Circle Consortium 28th Annual Conference 2004 , Hong Kong, China.
中文專書
陳鏗任(2003b)。香港中小學教科書公民教育內涵之分析。國立臺灣師範大學教育學系碩士論文,未出版,台北。
英文專書
Chen, Ken-Zen (2012e). Hidden Works in a Project of Closing Digital Inequalities: A Qualitative Inquiry in a Remote School (Unpublished doctoral dissertation), University of Illinois at Urbana - Champaign, IL.
中文專書論文
陳鏗任、黎少奇、吳歡鵲、李威儀、陳永富(2020,審查通過,排定10月發行)。自主學習的學程設計、線上診斷、與系統支援。載於鄭章華主編,學習新動力:「自主學習」在十二年國教的多元展現(第十一章,頁311-335)。新北市:國家教育研究院。ISBN: 9789860564938
陳鏗任、黎少奇、吳歡鵲(2020)。SAIL計畫觸動大學教育新未來。載於王蒞君、劉奕蘭主編,化鏡為窗:大數據分析強化大學競爭力(第二章,頁38-65)。新竹市:交通大學出版社。ISBN: 9789578614413
陳鏗任(2017b)。12年國教課程總綱轉化的多重學校個案:以活動理論為視鏡。載於鄭章華主編,尋找支點,啟動改變:十二年國教課綱在國中研究協作與實踐(第二章,頁17-56)。新北市:國家教育研究院。
陳鏗任(2005h)。教學科技應用的重要模式與發展:兼論數位教材製作之原則。載於李咏吟主編,多元教學設計:課程改革的實踐(第九章)(頁237-254)。台北:高教。
單文經、陳鏗任、洪泉湖(2004)。香港公民教育的歷史發展與重要問題。載於張秀雄主編,新世紀公民教育的發展與挑戰(第三章)(頁71-95)。台北:師大書苑。
陳鏗任、康瀚文、張育嫻、張蕙蘭(2003)。民族誌研究。載於潘慧玲(主編),教育研究的取徑—概念與應用(第五章)(頁153-198)。台北:高教。
英文專書論文
Chen, Ken-Zen, & Lowenthal, P. (2018). Capturing professional growth of online instructors: Learning analysts’ reflections on studying a faculty development program. In SAGE Research Methods Cases. doi:10.4135/9781526441652 Online ISBN: 9781526441652
Chen, Ken-Zen (2017a). Learning Analytics: Using Learning Management System data to evaluate an online curriculum innovation of three high-enrollment health studies courses. In SAGE Research Methods Cases - Part 2. http://dx.doi.org/10.4135/9781526406880
中文雜誌與電子報
陳鏗任(2019)。What do Researchers Do? 從SRM學到真切的研究歷程。台灣國際資訊整合聯盟協會(IFII) Library Watch電子報,302,取自http://www.ifii.org.tw/epaper.php?num=329
陳鏗任(2013a)。美國伊利諾大學香檳分校(UIUC)介紹。台灣高教研究電子報,77,取自https://www.cher.ntnu.edu.tw/?p=705
陳鏗任(2012h)。電腦個人檔案就是要這樣管。東莞台商子弟學校-心橋電子報,取自http://www.td-school.org.cn/epaper/2008/list.asp?unid=2471
陳鏗任(2012g)。互相漏氣、一同打氣求進步:師資培育者的合作自我研究。臺灣師資培育電子報,35。取自https://tted.cher.ntnu.edu.tw/?p=515
陳鏗任(2012f)。師資培育、科技知能、與服務學習的結合:伊大香檳分校圖資系的作法。臺灣師資培育電子報,34。取自https://tted.cher.ntnu.edu.tw/?p=514
陳鏗任(2012b)。教師需求量估得準嗎? 美國百年經驗與問題。臺灣師資培育電子報,32。取自https://www.cher.ntnu.edu.tw/?p=636
陳鏗任(2012a)。20世紀全球高等教育擴張的潮流。台灣高教研究電子報,67,取自https://www.cher.ntnu.edu.tw/wp-content/uploads/file/epaper/critics_67.pdf
陳鏗任(2009b)。打開潘朵拉的盒子:密西根大學教學研究中心互動劇場計畫。國立臺灣師範大學教學發展中心電子報,17,取自 http://140.122.48.234/epaper_data/epaper17/epaper17.html
陳鏗任(2009a)。多點並進,共創優質教學:印第安那大學教學支援單位。國立臺灣師範大學教學發展中心電子報,14,取自 http://140.122.48.234/epaper_data/epaper14/epaper14.html
陳鏗任(2008b)。卓越教學支援‧豐富學習經驗—伊利諾大學香檳分校教學卓越中心。國立臺灣師範大學教學發展中心電子報,7,取自 http://140.122.48.234/epaper_data/epaper07/epaper07.html
陳鏗任、張文傑(2006)。共同呵護「我的家」--師大教育系BBS的探究。今日教育,71,113-128。
陳鏗任(2001)。服務與成長—教育服務隊歷史之研究。今日教育,66,108-118。
陳鏗任(2000)。我國大學通識教育評鑑之後設分析。今日教育,65,103-118。
陳鏗任(1999)。師資大觀園:水木清華。今日教育,64,11-16。
陳鏗任(1998)。針鋒相對:論我國是否應全面開放私立大學學雜費限制。今日教育,63,99-104。
英文雜誌與電子報
Chen, Ken-Zen (2014g). Online course retention reports to inform actionable student intervention strategies. WCET Member Snippet, Retrieved at http://archives.informz.net/clients/wcet/archives/archive_4211360.html

Honor

  • 2021 NYCU Award in Teaching Excellence
  • 2020 TOCEC Excellent Open Courseware Award
  • 2020 NCTU Teaching Award
  • 2019 NCTU Best Student Advisor of the Year
  • 2017 Fall Best Taiwan MOOCs:  Learning how to learn (w/ Barbara Oakley)
  • 2017 NCTU Best  Student Advisor of the Year
  • 2017 Association for Educational Communication & Technology (AECT) Division of Distance Learning (DDL) Journal Article Award
  • 2016 Association for Educational Communication & Technology (AECT) Division of Distance Learning (DDL) Journal Article Award
  • National University Technology Network(NUTN) 2015 Research & Scholarship Award
  • University of Illinois Dissertation Fellowship
  • Studying Abroad Scholarship, Ministry of Education, Taiwan(2007)
(Visited 3,252 times, 1 visits today)