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Lin, Jingjing

Affiliation Center for IT-Based Education (CITE)
Title Assistant Professor
Fields of Research e-Learning; active learning; entrepreneurship education; STEM education
Degree Ph.D. (USI Università della Svizzera italiana, Switzerland)
Academic Societies American Educational Research Association (AERA); 日本教育工学会; International Society for Educational Technology (ISET)
E-mail lin.jingjing.qc
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Laboratory website URL
Researcher information URL(researchmap) Researcher information


A global traveler with a strong curiosity and design mind. Born in China, Dr. Lin received her bachelor's degree from Harbin Engineering University, a master's degree from The University of Hong Kong, and a doctoral degree from Università della Svizzera italiana, Switzerland. Before joining TUT, she was a JSPS postdoctoral fellow at Kyoto University. Her expertise lies in e-learning, active learning, and entrepreneurship education & training (EET).

Theme1: The CLEAR Initiative: To Foster Digital Changes in University-Level STEM Education and Faculty Development by Promoting Active Learning


Funding source: 豊橋技術科学大学2021年度教育研究活性化経費

With the worldwide collapse of the total fertility rate to 1.1% and more jobs being losing to automation (Dunlop, 2020), our education system cannot afford the unequal education that creates only a few elites but fails most students. The current reform effort in science education requires a substantive change in how science is taught; unequivocally teachers are playing a central role in the process and therefore an equally substantive change in professional development practices is required (Council & others, 2012; Datnow, 2020). Inspired by active learning this research explores the potential of a novel mental model CLEAR as a new approach to foster digital changes in undergraduate-level STEM (science, technology, engineering, and mathematics) education and faculty development. Research activities will include: (1) a review of active learning practices in the research literature; (2) online survey and individual interviews to collect feedback to improve the CLEAR framework; (3) a pilot development of online CLEAR template courses as digital faculty development programs (FDPs); (4) an online randomized experiment to test the impact of online CLEAR template courses.

Selected publications and works

Lin, J. (2021) The CLEAR Framework to Implement Active Learning in STEM Education. 2021 IEEE International Conference on Engineering, Technology & Education (TALE). Dec.5-8, 2021. Wuhan, China. Accepted.


active learning; STEM education; Moodle; faculty development; CLEAR

Theme2:Entrepreneurship Education; Enterprise Education; Youth Empowerment


What kind of entrepreneurship education is being taught at school? What kind of entrepreneurship education and training is supposed to be taught to the youth? My recent research on entrepreneurship education is related to the youth population (15-19 years old) and the nascent entrepreneurs.

Selected publications and works

Lin, J. (2021). Ecological Systems for Embedding Entrepreneurship Education in Schools: A Systematic Review. Research Papers In Education. Under review.

Lin, J. (2021). A Bibliometric Analysis of Entrepreneurship Skills Research: Research Themes and Gaps. Entrepreneurship Education. Major Revisions requested.

Lin, J., Qin, J., Lyons, T., Nakajima, H., Kawakatus, S., & Sekiguchi, T. (2021). Ecological Systems for Embedding Entrepreneurship Education: A Review at the Upper Secondary School Level. Educational Research Review. Under review.

Lin, J., & Sekiguchi, T. (2020, December). E-learning in Entrepreneurship Education: A Systematic Literature Review. In 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) (pp. 83-90). IEEE.

Theme3:Experiences of instructors teaching massive open online courses


It was my doctoral research and focuses on the instructor's experience and perspective when offering a massive open online course.

Selected publications and works

Lin, J. (2018). Exploring the experiences of instructors teaching massive open online courses in tourism and hospitality: a mixed methods approach (Doctoral dissertation, Università della Svizzera italiana).

Lin, J., & Cantoni, L. (2018). Decision, implementation, and confirmation: Experiences of instructors behind tourism and hospitality MOOCs. International Review of Research in Open and Distributed Learning, 19(1).

Lin, J., Cantoni, L., & Murphy, J. (2018). MOOCs in tourism and hospitality: a review. Journal of Teaching in Travel & Tourism, 18(3), 217-235.

Lin, J., & Cantoni, L. (2017). Assessing the performance of a tourism MOOC using the kirkpatrick model: a supplier’s point of view. In Information and Communication Technologies in Tourism 2017 (pp. 129-142). Springer, Cham.

Ng, M., & Lin, J. (2016). Testing for mediation effects under non-normality and heteroscedasticity: a comparison of classic and modern methods. International Journal of Quantitative Research in Education, 3(1-2), 24-40.

Lin, J., Kalbaska, N., & Cantoni, L. (2016). How to develop and evaluate an eTourism MOOC: An experience in progress. e-Review of Tourism Research (Ertr), 7, 1-5.

Lin, J., Kalbaska, N., Tardini, S., Frick, E. D., & Cantoni, L. (2015, June). A journey to select the most suitable MOOCs platform: The case of a Swiss University. In EdMedia+ Innovate Learning (pp. 273-283). Association for the Advancement of Computing in Education (AACE).

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