Browsing by Author "Chai, Aileen Siew Cheng"

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    Anti-cyberbullying lessons designed to encourage adolescent passive bystanders to become positive bystanders
    (2019)
    Chai, Aileen Siew Cheng
    To date, anti-cyberbullying lessons in schools have been successful in transmitting knowledge. However, few evidence-based empirical studies have shown that after students attended anti-cyberbullying lessons, they adopted the beliefs, intentions, and behaviours advocated in the lessons. This study explores how anti-cyberbullying lessons can be designed to help students not only gain knowledge but also undergo a change of heart or behaviour. There are two phases to this study— designing the anti-cyberbullying lessons and testing the lessons in class. Student lesson designers (N=7) aged 14 to 15 from the school that the lesson intervention would take place were actively involved in both phases. The Design Thinking framework was adopted to guide the overall research process. At the first phase, the researcher and student lesson designers (SLDs) focused on developing effective anti-cyberbullying lessons. To gain a deeper understanding of the students’ beliefs of the intervention classes, the Theory of Planned Behaviour served as a guide to designing lesson content to address students’ beliefs that were contradictory to the preferred behaviour. The second phase, where the lesson intervention would take place, consisted of a series of three lessons conducted with three classes of Secondary Three students (N=108) to test whether the lessons were effective in influencing changes in beliefs. A convergent parallel mixed-methods approach was adopted. At the conclusion of the intervention, students had indicated a shift of beliefs towards the preferred behaviour. During the focus group discussion that took place two weeks after the lesson intervention, five students had shared that they had witnessed cyberbullying and that they had intervened. What is of concern is that it appears that the lesson intervention had addressed the beliefs but did not adequately equip students with the necessary skills to enact the preferred behaviour. In this case, three out of the five students shared that they began to ‘bully the bully’ and the other two chose to comfort the cyber-victims.
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    Argumentative knowledge construction and certainty navigation: A comparison between individual and group work
    (2023)
    Chen, Wenli 
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    Ng, Eng Eng
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    Su, Guo
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    Su, Junzhu
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    Li, Xinyi
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    Chai, Aileen Siew Cheng
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    Lyu, Qianru

    This study investigated the extent to which levels of certainty impacted the argumentative knowledge construction in individual work and group work. Argumentative knowledge construction has been characterized into simple claims, grounds, qualifiers, counterarguments, and integrated replies to illustrate the components of argumentation and nature of resolving conflicts in argumentation where certainty levels have been divided into uncertain, neutral, and certain. Findings showed that individual and group work differed significantly in terms of levels of certainty for simple arguments and counterarguments. Study implications were discussed

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    Collaboration script appropriation in a science class
    (2019)
    Zhang, Si
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    Chen, Wenli 
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    Wen, Yun 
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    Looi, Chee-Kit 
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    Chai, Aileen Siew Cheng
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    Ang, Joo Liak
    This paper presents how a collaboration script informed by the Funnel Model was appropriated by a class of students in a secondary science class lesson. Based on the script, a class of 33 tenth grade students enacted four stages of a technology-supported collaborative learning activity: individual construction, intra-group construction, inter-group rating, and intra-group refining. Quantitative and qualitative analyses of students' behaviors and perceptions were conducted to identify and explain how students appropriated the collaboration script.
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    Deepening students' understanding of socio-scientific issues through graph-oriented computer supported collaborative argumentation: An exploratory study
    (2022)
    Chen, Wenli 
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    Han, Yiting
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    Lyu, Qianru
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    Tan, Jesmine Sio Hwee
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    Chai, Aileen Siew Cheng
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    Lyna
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    Su, Junzhu
    Engaging students in the process of argumentation is a productive way to help them deeper the understanding of socio-scientific issues (SSI). This study examined the effect of computer supported collaborative argumentation (CSCA) on Secondary school students’ SSI learning and the behavioral patterns of students’ CSCA. 122 secondary school students participated in this study. They were randomly divided into 29 groups. Through statistical analysis and epistemic network analysis, results showed that CSCA was effective in supporting secondary school students’ evidence-based argumentation skills on socio-scientific issues. The implications of this study are discussed.
      192  209
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    The effects of individual preparation on students’ collaborative argumentation-based learning: An exploratory study in a secondary school classroom
    (Global Science Society on Computers in Education, 2023)
    Chen, Wenli 
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    Su, Junzhu
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    Lyu, Qianru
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    Li, Xinyi
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    Chai, Aileen Siew Cheng
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    Su, Guo
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    Ng, Eng Eng
      27  377
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    Exploring students’ computer‐supported collaborative argumentation with socio‐scientific issues
    (Wiley, 2024)
    Chen, Wenli 
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    Han, Yiting
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    Tan, Jesmine Sio Hwee
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    Chai, Aileen Siew Cheng
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    Lyu, Qianru
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    Lyna

    Background This study examined the effect of computer-supported collaborative argumentation (CSCA) on secondary school students' understanding of socio-scientific issues (SSI). Engaging students in collaborative argumentation is known to help with deepening their understanding of SSI.

    Methods
    In this study, a mixed-method design is used to investigate 84 students' collaborative argumentation processes and outcomes. The statistical analysis, epistemic network analysis and qualitative uptake analysis results showed that CSCA was effective in supporting secondary school students' evidence-based argumentation skills on SSI.

    Findings and Conclusion
    Several cases were presented to show how students engaged in CSCA to explore meaningful learning opportunities and how CSCA helped students' learning on SSI.

    Implications
    The findings provided insights for future innovative teaching and learning SSI in authentic classroom settings.

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    From individual ideation to group knowledge co-construction: Comparison of high- and low performing groups
    (2023)
    Chen, Wenli 
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    Su, Guo
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    Li, Xinyi
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    Lyu, Qianru
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    Su, Junzhu
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    Chai, Aileen Siew Cheng
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    Ng, Eng Eng

    This study compares the high- and low-performing groups’ knowledge co-construction process in the context of computer-supported collaborative argumentation from epistemic, argument, and social perspectives. Product analysis, lag sequential analysis, Sankey diagram visualization, and social network analysis were used to analyze groups’ written argumentation artefacts, on-screen behaviors, and online interactions. Results show that the high-performing group students demonstrated a higher level of engagement and cognitive elaboration than the low-performing group. The high-performing group was more competent in integrating various argumentation elements than the low-performing group. And the students in the high-performing group tended to contribute equally to their group work. The implications of the findings in designing and implementing knowledge co-construction activities are discussed.

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    How does feedback formulation pattern differ between more-improvement and no-improvement student groups? An exploratory study
    (International Society of the Learning Sciences, Inc., 2023)
    Chen, Wenli 
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    Lyu, Qianru
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    Su, Junzhu
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    Chai, Aileen Siew Cheng
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    Zhang, Weiyu
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    Su, Guo
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    Li, Xinyi
    Accumulating studies suggest including multiple feedback components such as evaluation and suggestion within one feedback unit is beneficial, yet how various feedback components are formulated and their learning effect remain understudied. This study examined the formulation pattern of different feedback components in the feedback given and received by groups with different levels of learning improvement. In social studies classrooms in Singapore, fourteen groups of secondary schoolers (n=61, female=61) participated in giving peer feedback during collaborative argumentation activities. Collaborative argumentation and feedback components of each group were collected and analyzed. The result reported that more-improvement groups tended to give and receive feedback that included an evaluation or position component before giving suggestions. No-improvement groups were more likely to give and receive feedback that started with a supportive standpoint of the reviewed content before opposing standpoints. The findings provide insights for the implementation of effective peer feedback in authentic classroom settings.
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    Interaction and monitoring matter: Comparison of high and low-performing groups in CSCL
    (2022)
    Chen, Wenli 
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    Su, Junzhu
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    Lyu, Qianru
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    Chai, Aileen Siew Cheng
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    Toh, Wei Liang
    This study explores students’ interaction patterns and how monitoring influenced students’ interactions when they were engaged in computer-supported collaborative learning (CSCL) activities. A comparison analysis was conducted between two groups of students (one high-performing group and one low-performing group) from a secondary school in Singapore. Content analysis was performed to compare the quality of student- generated artifacts between the two groups. Social network analysis (SNA) and lag-sequential analysis (LSA) were employed to analyze the interactive processes of the students. The results identified three differences in the ways the two groups engaged in collaborative argumentation: (1) quantity of social interaction, (2) diversity of interactive patterns (3) sequence of contributing to group work and seeking input. The findings reveal the possible interaction patterns which promote or constrain the development of collaboration argumentation. The implications on how teachers design and implement small group computer-supported collaborative learning is discussed.
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    The role of peer feedback on the quality of students’ computer-supported collaborative argumentation
    (Global Chinese Society on Computers in Education, 2023)
    Chen, Wenli 
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    Ng, Eng Eng
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    Li, Xinyi
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    Chai, Aileen Siew Cheng
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    Lyu, Qianru
    The importance of peer feedback in collaborative argumentation has been well-established. However, little is known about the extent to which peer feedback is associated with the quality of collaborative argumentation. Particularly, there is limited evidence for how specific types of feedback is related to argumentation quality. This study investigated peer feedback against four dimensions of collaborative argumentation quality (clarity, multiple perspectives, selection of evidence, and elaboration and depth). Collaborative argumentation quality was also compared against peer feedback types (appropriateness, specificity, and elaboration). In this design-based research (DBR), a class of 40 secondary Grade Three students in Singapore participated in three cycles of argumentation and peer feedback activities using the AppleTree online learning environment, each cycle consisting of five collaborative learning phases scripted by the Spiral Model of Collaborative Knowledge Improvement (SMCKI): Individual ideation, group synergy, peer critique, group refinement, and individual achievement. Scaffolds of sentence openers and reflections were added in Cycles 2 and 3. Quantitative analyses comparisons of argumentation and per feedback quality across three cycles revealed that except for the multiple perspectives dimension of argumentation quality, students performed significantly better in forming their argumentations and giving peer feedback. Additionally, the quality of argumentation improved significantly over the three cycles when accounting for peer feedback types as correlates, and vice versa.
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    Supporting students’ uptake on peer feedback in collaborative argumentation: A design-based research
    (International Society of the Learning Sciences, 2024)
    Chen, Wenli 
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    Li, Xinyi
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    Ng, Eng Eng
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    Su, Junzhu
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    Lyu, Qianru
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    Chai, Aileen Siew Cheng
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    Su, Guo
    Students’ uptake of peer feedback is closely related to their learning improvement in peer feedback activity. However, the uptake of peer feedback remains challenging for students. To address this challenge, this study conducted design-based research to facilitate students’ peer feedback uptake practices. Three cycles of iterative designs were implemented to develop, implement, and evaluate a tool to scaffold the peer feedback uptake in classrooms. The findings indicate that the reflection tool effectively enhanced students’ uptake of peer feedback. The iterative design practice added value to the existing literature of peer feedback literacy and fine-tuned pedagogical scaffolds for peer feedback uptake.
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    What make students improve argumentation skills in online collaboration? The effects of students’ motivation and preference for group work
    (2020)
    Chen, Wenli 
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    Pi, Zhongling
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    Chai, Aileen Siew Cheng
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    Tan, Jesmine Sio Hwee
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    Wang, Xinghua
    Online collaboration is considered as one of the effective strategies to improve students’ argumentation skills. This strategy reduces the effects of production blocking and evaluation apprehension on group performance. There are currently few studies that examine the role of students’ characteristics in argumentation skill improvement via online collaboration. During a fifty-minute argumentation lesson conducted by the secondary school English language teacher, students learned to construct argumentation by establishing ideas, claims, and evidence in an attempt to address contemporary issues via an online collaboration system. Prior to the lesson, students completed a motivation scale and preference for group work scale and an argumentation writing task. A similar argumentation writing task was also completed by the students after the lesson. Overall, this study demonstrated that explicit instruction in argumentation skills via online collaboration has positive effects on student’ argumentation skills gains, especially on students with a high preference for group work. Results showed that students’ extrinsic goal orientation negatively predicted their argumentation skills, whereas students’ task value and preference for group work positively predicted their argumentation skills on the posttest. The implications of the findings on the teaching practices of argumentation skills are discussed.
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