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Chen, Wenli
- PublicationOpen AccessA collaborative professional development model for rapid collaborative knowledge improvement in Singapore schoolsRapid Collaborative Knowledge Improvement (RCKI) is a pedagogical approach for designing computer-supported collaborative learning (CSCL) activities in the classroom. We have conducted design-based research on RCKI using the software called GroupScribbles (GS) in a few Singapore schools for over four years. For professional development of the teachers, a collaborative-apprenticeship learning (CAL) model is adopted in which researchers and teachers collaborate via reciprocal interactions on joint activities towards mutual understanding on innovative practices premised on RCKI principles. The findings show that the CAL model helps teachers develop RCKI principled-based understanding and improve the enactment of the innovations in their classrooms.
478 373 - PublicationOpen AccessConnecting learning spaces using mobile technology(Educational Technology Publications, 2010)
; ; ;So, Hyo-Jeong ;Toh, YancyThe use of mobile technology can help extend children's learning spaces and enrich the learning experiences in their everyday lives where they move from one context to another, switching locations, social groups, technologies, and topics. When students have ubiquitous access to mobile devices with full connectivity, the in-situ use of the mobile devices in different contexts may allow students to make connections to what they learn in the classroom with their daily life experiences outside the classroom. This article proposes mobile technology supported seamless learning to illustrate how learning occurs seamlessly across time and places mediated by mobile devices. The authors' approaches to nurturing a seamless learning environment are also discussed.284 427 - PublicationOpen AccessPrinciples and enactment of rapid collaborative knowledge building in classroomsThe authors discuss the notion of Rapid Collaborative Knowledge Building (RCKB) in classroom settings. RCKB seeks to harness the collective intelligence of groups to learn faster, envision new possibilities, and to reveal latent knowledge in a dynamic live setting. It is characterized by the notion of rapid cycles of knowledge building activities in a face-to-face setting. The authors propose nine principles for the design of collaborative learning activities in the classroom that foster RCKB, five of which are adapted from Scardamalia's knowledge building principles (Scardamalia, 2002). The context of their work is design research on introducing RCKB in a classroom with the use of a network technology called GroupScribbles. The technology enables collaborative generation, collection, and aggregation of ideas, and empowers teachers to design new collaborative and group learning activities in a classroom setting. The authors present two actual classroom lessons with collaboration activities which demonstrate some of the design principles at play.
183 420 - PublicationOpen Access
84 224 - PublicationOpen Access基于“五益模型”的同侪互评对二语学生写作能力的影响——以新加坡小学 写作课为例 = The impact of peer evaluation using the Spiral Model of Collaborative Knowledge Improvement (SMCKI) on second language writing ability: An exploratory study in a Singapore primary school writing class同侪互评作为过程写作的一个重要过程,一直受到关注。然而,探讨第二语言学生的同侪互评中对写作成果影响的研究为数不多。因此,本研究以第二语言学习理论与建构主义理论为理论依据,以“五益模型”为教学指导原则,探讨小学生在电脑支持的协作学习(CSCL)环境下,通过同侪互评的方式来进行知识建构的过程与学习成果之间的关系。本研究采用定性与定量的混合研究方法,以新加坡小学五年级的32位学生为研究对象,对其前后测作文进行对比,以及对不同阶段的互评帖子与作文之间的关系进行分析。结果显示同侪互评对于学生的写作成绩的提高具有积极的促进作用,同时也发现不同的小组文化对于学生的知识建构质量与作文成绩具有一定的影响力。
26 213 - PublicationOpen AccessFuture learning with technologyWe are living in a VUCA (Volatility, Uncertainty, Complexity and Ambiguity) world. It is hard to predict what would happen in the future as no one knew how COVID-19 could affect our lives and school education a few years ago. Technologies are transforming teaching and learning in many ways. What will future learning look like? What are the technological tools learners will be using in the future? Researchers and educators believe that future learning incorporates the following features.
61 120 - PublicationMetadata onlySteps to implementation: The role of peer feedback inner structure on feedback implementationThough implementing feedback provided by peers has been an essential step for learning efficiency in peer feedback activities, it remains challenging for students. This study aims to explore the inner structure patterns of students’ peer feedback and how they are related to feedback implementation. Sixty-nine engineering students from a Singapore university participated in the peer feedback activity. Content analysis was conducted to analyse the inner structure of feedback as well as the implementation status of each feedback. Sequential mining was applied to investigate the sequential patterns of the various feedback components. The results show a variation of inner structures in the implemented feedback and unimplemented feedback. The implemented feedback tended to be sequenced with an evaluation or a standpoint before seeking clarification or suggestions for improvement. It was also likely to contain continuous questions seeking clarifications. In comparison, the unimplemented feedback was likely to continuously indicate positive evaluations or agreements. By understanding the inner structure of peer feedback with different implementation statuses, researchers and educators can fine-tune design and instructions to support peer feedback practices.
Scopus© Citations 1 11 - PublicationOpen AccessSingapore parents’ use of digital devices with young children: Motivations and usesThis current article is drawn from a qualitative study investigating the motivations and uses of digital devices of Singapore parents with their toddlers and preschoolers (age range: 1–5-year-old children). The article focuses on three prominent empirical findings. First, parent participants tend to try using a digital device with children to gratify needs for children’s learning, tension release, and bonding. Second, these parents’ perceptions of the extent to which these needs are gratified and the risks when using digital devices influence their decision to use. Third, these interviewed parents observed that the appropriate use of digital devices, with their rich educational content, flexibility, and interactivity, were instrumental in providing further opportunities for learning and discovering the world of children. The article seeks to contribute to the international literature of early childhood learning by providing evidence on factors influencing parents’ use of digital devices with their children and possible impacts of that use on children development.
WOS© Citations 12Scopus© Citations 16 242 2918 - PublicationEmbargoPeer feedback to support collaborative knowledge improvement: What kind of feedback feed-forward?
Online peer feedback plays a critical role in collaborative learning. This process improves learning and helps both giver and receiver develop and refine their metacognitive knowledge. A deeper examination of the feedback types, specificity, and affective nature is needed to understand its impact on collaborative knowledge improvement. A mixed-method study was conducted to examine how online peer feedback supported collaborative knowledge improvement in a computer-supported collaborative learning (CSCL) environment. How the different types of formative peer feedback, the specificity and affective nature of the peer comments supported pre-service teachers' in improving their TEL design were examined. The results showed that the peer feedback supported pre-service teachers in improving the quality of TEL design measured by the TPACK framework. It was found that feedback that raised concerns about the work and suggestive feedback facilitated the further improvement of the work. Elaborated feedback rather than verification feedback with short responses also affected the responses to the feedback. The implications on how online peer feedback support collaborative knowledge improvement are discussed.
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