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Koh, Elizabeth
Preferred name
Koh, Elizabeth
Email
elizabeth.koh@nie.edu.sg
Department
Office of Education Research (OER)
ORCID
10 results
Now showing 1 - 10 of 10
- PublicationOpen AccessValue and challenges in using a collaborative critical reading and learning analytics system: A cross-case analysis of two high schools(International Society of the Learning Sciences, Inc., 2023)
; ; ; Tan, Jennifer Pei-LingWiREAD+ is an augmented web-based collaborative critical reading and learning analytics environment that was developed to scaffold and engage students in collaborative dialogue around online texts. This paper reports on the trial of WiREAD+ for Grade 9 students in two high schools – School 1 (S1) with prior experience and School 2 (S2) that was new to the intervention design. We report on a cross-case analysis of the two schools, focusing on perceived ease of use and usefulness for learning, and reflect on the value and challenges of enacting WiREAD+ across schools of varying prior experience. Drawing from the findings of this cross-case analysis, we consider how we can support the wider adoption and deployment of the system across schools and settings by highlighting obstacles that new participants who might trial such new learning analytics systems might face.20 437 - PublicationRestrictedDevelopment and use of a web-based Collaborative Video Annotation and Analytics Environment to enhance blended teacher professional development (CoVAAPD) in physical education(Office of Education Research, National Institute of Education, Singapore, 2024)
; ; The Collaborative Video Annotation and Analytics Environment for Teacher Professional Development (CoVAAPD) project is a collaboration between National Institute of Education, Physical Education and Sports Teacher Academy (PESTA), and Educational Technology Division (ETD), Ministry of Education (MOE), to develop, implement and evaluate a web-based collaborative video annotation and analytics environment to enhance blended teacher professional development (PD) in Physical Education (PE). CoVAAPD was based on a prior evidence-based ICT innovation, an NRF-funded eduLab project, CoVAA, where teachers were involved in experimenting with the use of video annotation tools to improve learning and teaching in secondary schools. CoVAAPD leverages and augments CoVAA with substantial customisation for teacher PD.
Typically, PE teachers engage in face-to-face discussions about lesson design and enactment with MOE officers from PESTA. Even more infrequent is the involvement of other PE teachers due to the inability to meet because of their hectic schedules. CoVAAPD expands opportunities to enrich the interaction and discourse, enabling collaborative blended professional learning for the PE teacher community. Teachers can learn from each other, and dialogue anywhere and anytime from posted video resources (e.g., of a teacher’s lesson). Teachers can make time-point based annotations, and within their professional learning community, share annotations, review peer annotations, and view/receive mentor feedback. Additionally, mentors can embed purposefully designed pedagogical scaffolds/tags to engage teachers in richer practitioner dialogue and social knowledge construction to refine and improve their design and enactment of PE lessons. Powerful learning analytics modules (based on pre-specified pedagogical tags) are integrated to enable teachers and mentors to continuously monitor professional learning progress to enhance and augment face-to-face lesson observation feedback and practitioner reflection activities.
27 29 - PublicationOpen AccessEnhancing students’ critical reading fluency, engagement and self-efficacy using self-referenced learning analytics dashboard visualizations(2017)
; ; Tay, Siu HuaAlthough learning analytics (LA) dashboard visualizations are increasingly being used to provide feedback to students, literature on the effectiveness of LA dashboards has been inconclusive. To address this, a LA student dashboard visualizing students’ latest data against their own data from previous weeks (i.e., self-referenced data) was designed – informed by Fredrickson’s (2004) broaden-and-build theory, as well as studies highlighting personal best goals (Martin & Elliot, 2016) and the negative effects of peer comparisons (Corrin & de Barba, 2014). The self-referenced LA student dashboard was implemented and evaluated in a Singapore secondary school as part of a larger study, WiREAD. This paper reports on the quantitative impact of the WiREAD self-referenced LA dashboard visualizations on 15-year-old students’ critical reading fluency, cognitive reading engagement, and English language (EL) self-efficacy, as well as students’ qualitative feedback on the usefulness and shortcomings of the LA dashboard.648 567 - PublicationOpen AccessAnalytics of social processes in learning contexts: A multi-level perspective(2016-06)
; ; 398 697 - PublicationOpen AccessTowards the scalability readiness of WiREAD+(National Institute of Education (Singapore), 2022)
; ; ; Tay, Siu Hua84 117 - PublicationOpen AccessLearner dashboards a double-edged sword? Students’ sense-making of a collaborative critical reading and learning analytics environment for fostering 21st-century literacies(Society for Learning Analytics Research, 2017)
; 967 561 - PublicationOpen AccessExploring conditions for enhancing critical thinking in networked learning: Findings from a secondary school learning analytics environmentNetworked learning provides opportunities for learners to develop their critical thinking, an important 21st century competency, through dialogue with fellow learners to consider other perspectives and negotiate and critique ideas and arguments. However, much extant literature has not examined networked learning environments among younger learners nor the optimal conditions for enhancing critical thinking. Therefore, a study was carried out to investigate these conditions. A learning analytics networked learning environment was designed and 264 secondary three students participated in the 10-week long intervention as part of their English curriculum. Individual and collective social network metrics, critical reading scores, and self-reported survey data were used to quantitatively evaluate students’ critical reading performance in relation to their participation in networked learning. Results highlight several optimal conditions, notably that it is not just participation of the learner that enhances critical thinking but the learners’ reciprocity in replying and the distance of those posts in the network. Discussions and implications of the findings follow to provide insightful understanding of how the rich and complex settings of networked learning can enhance critical thinking capacities in secondary schooling.
WOS© Citations 10Scopus© Citations 14 107 119 - PublicationOpen AccessExamining the effectiveness of self-referenced and peer-referenced learning analytics dashboards in enhancing students' self-efficacy: Taking individual differences into account(2022)
; Tan, Jennifer Pei-LingThis study examined the effectiveness of self-referenced and peer-referenced learning analytics (LA) dashboards in enhancing students’ self-efficacy in critical reading, taking individual differences into account. A quasi-experiment with an embedded mixed methods approach was used, with 209 Grade 9 students who participated in critical reading online discussions in the English Language (EL) subject during a nine-week trial. Multiple regression analysis revealed that individual differences, namely, learning goals, performance goals, and gender, were significant predictors of critical reading self-efficacy, whereas dashboard type and initial achievement levels were not. Epistemic network analysis highlighted the importance of students’ perceptions of how helpful and motivating they found the dashboards to be. Put together, the results highlight the theoretical and methodological importance of taking individual differences into account and have practical implications for designing more purposeful formative LA dashboards for enhancing students’ self-efficacy.97 128 - PublicationOpen AccessCoVAAPD for enhancing teacher professional development in physical education.(National Institute of Education (Singapore), 2021)
; ; 140 112 - PublicationOpen AccessThe scalability readiness of WiREAD+: Perspectives of learners from three educational contexts(2022)
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