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Chen, Wenli
- PublicationOpen AccessArgumentative knowledge construction and certainty navigation: A comparison between individual and group work(2023)
; ;Ng, Eng Eng ;Su, Guo ;Su, Junzhu ;Li, Xinyi ;Chai, Aileen Siew ChengLyu, QianruThis 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
41 296 - PublicationOpen AccessIntegrating technology in the classroom: Favourable conditions for teachers' upward development trajectories(2010-11)
;Chen, Fang Hao; In this paper, we study developmental trajectories of three teachers as they integrate GroupScribbles (GS) technology in their classroom lessons over the period of about one academic semester. Coherency diagrams are used to capture the complex interplay of a teacher’s knowledge (K), goals (G) and beliefs (B) in leveraging technology effectively in the classroom. The degree of coherency between the KGB region and the affordances of the technology provides an indication of the teacher’s developmental progression through the initiation, implementation and maturation phases of using technology in the classroom. Our analysis of these three teachers’ trajectories suggests that initial high coherency in a teacher’s KGB region and having students who have already been enculturated with the technology-enabled pedagogies accelerate upward developmental trajectories in integrating technology in the classroom.107 146 - PublicationOpen AccessExtending students’ learning spaces: Technology-supported seamless learning(2010-06)
; ; ;So, Hyo-Jeong ;Toh, YancyLearning is interweaved into and across students’ everyday life activities. Technology that is used to support learning should be integrated with everyday life in the same way that learning occurs in everyday life: seamlessly. Mobile technologies, with their reduced size and ease of use, provide the potential to extend students’ learning spaces and enrich the learning experiences in their daily lives where they move between locations, switch from one topic or context to another, and interact with different social groups. This paper proposes mobile technology-supported seamless learning and presents learning scenarios from our research to illustrate how learning occurs seamlessly across time and places mediated by mobile devices.180 894 - PublicationOpen AccessActive participation and collaborative learning leveraged by interactive digital sticky notes technology(2008-10)
; This study examines 10 weeks of collaborative learning activities that are supported by the GroupScribbles (GS) software technology in 2 Singapore Primary 4 Science classrooms. It is found that GS supports instant formative feedback from students and from teachers effectively. GS plays a positive role at both the level of individual learners and that of group learners. Several emergent collaboration behaviors manifested by students in GS were observed. With GS, the construction of knowledge is distributed across individual learners when they engage in social discourse within the activities. Students were found to have more opportunities to participate in class discussions to share and were better able to organize their ideas by using GS. The results show that the GS classes performed better than non-GS classes as measured by traditional assessments.184 88 - PublicationOpen AccessThe effect of individual ideation before discussion on computer supported collaborative argumentation in a primary classroom(2022)
; ;Lyu, QianruSu, JunzhuThis study investigated the effect of an individual preparation activity before collaboration on students’ collaborative argumentation process and outcome. Conducted in a fifth-grade English class in a Singapore primary school, this study analyzed students’ computer supported collaborative argumentation behaviors in two conditions: immediate collaboration condition and individual ideation before discussion condition. The results from statistical analyses and lag sequential analyses show a higher quality of collaborative argumentation in the individual ideation before discussion condition than in immediate collaboration condition. The results from content analyses and process-oriented bubble diagram show that students generated new ideas more frequently in the immediate collaboration condition. They engaged in behaviors of reading and revising existing ideas more frequent in individual preparation before collaboration condition. The findings contribute to the current understanding of CSCL scripts in terms of individual preparation activity before collaboration on the following collaboration outcome as well as the process. The implications on how to design and implement collaboration scripts in authentic teaching and learning scenarios are discussed.68 89 - PublicationOpen AccessPeer assessment for knowledge improvement: Do the type and the affective nature matter?(2022)
;Tan, Jesmine Sio HweePeer assessment is an important component in collaborative learning. Its effects have been substantially evidenced to vary with the types of feedback. This mixed-method study was conducted in a pre-service teachers’ TEL design learning context. It aimed to examine the different types of feedback and their affective nature on knowledge improvement. Specifically, the types of peer comments and their affective nature on pre-service teachers’ TPACK knowledge improvement were examined. The results showed that feedback that raised questions and concerns about the work and suggestive feedback gained the highest response rate leading to further improvement. Both positive and negative comments had the same impact on supporting the improvement of their work. The emoticon at the technology platform did not influence the participants with the affective state of the peer comments. The implications of future peer assessment implementations and the design of technology platforms to promote effective peer feedback are discussed.87 109 - PublicationMetadata onlyScripting undergraduates’ interdisciplinary collaborative learning to enhance their interdisciplinary competence(2024)
;Su, Guo; ; ;Le, ChenchengZheng, LishanInterdisciplinary competence is critical to tackle the issues that cannot be addressed by a single discipline. Existing research indicates that meaningful interdisciplinary collaborative learning can potentially develop interdisciplinary competence. This research designed and implemented macro- and micro-scripts to scaffold university students’ interdisciplinary collaboration and evaluated students’ interdisciplinary competence. Results found that generally, students showed great competence in integrating disciplinary knowledge, a dimension of interdisciplinary competence.
28 - PublicationOpen AccessThe role of peer feedback on the quality of students’ computer-supported collaborative argumentation(Global Chinese Society on Computers in Education, 2023)
; ;Ng, Eng Eng ;Li, Xinyi ;Chai, Aileen Siew ChengLyu, QianruThe 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.30 87 - PublicationOpen AccessEnhancing students' computational estimation ability in GS-based computer-supported collaborative learning environment(2009-11)
;Lin, Chiu Pin; Tung, Ting HaoThis research is informed by the theory of CSCL as a foundation of the mathematics design for the mathematical operations estimate ability and strategies. This study is implemented in a computer-supported collaboration to promote the sixth grade elementary students. The results demonstrated that this study can effectively promote the mathematics estimate examination of students. This also enhances the students' interest in mathematics and enhances group collaboration, discussion and the interaction amongst their classmates.123 65 - PublicationOpen AccessAppleTree: An assessment-oriented framework for collaboration and argumentation(2013)
; ; ; Xie, WentingIn this paper, we articulate a framework (called AppleTree) for assessing collaborative argumentation with the purpose of evaluating and empowering the development of argumentation skills, collaboration skills and content knowledge in school learning. The framework is motivated by the need to achieve “learning to argue” and “arguing to learn” and the necessity to embed on-going and automated formative assessments for collaborative learning as reflected in existing literature. It builds on existing systems for collaborative argumentation and automated assessment of collaborative learning to achieve assessment for learning and to realize it in authentic classroom environments. We illustrate the framework by instantiating it in the conceptual design of one such system for use in schools.509 585