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Koh, Elizabeth
Preferred name
Koh, Elizabeth
Email
elizabeth.koh@nie.edu.sg
Department
Office of Education Research (OER)
ORCID
20 results
Now showing 1 - 10 of 20
- 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 AccessA pedagogical framework for learning analytics in collaborative inquiry tasks: An example from a teamwork competency awareness program(2016)
; 360 841 - 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 - PublicationUnknownMeasuring and nurturing teamwork competency through a computer-supported creative collaborative problem-solving programme.(National Institute of Education (Singapore), 2020)
; ; ; - PublicationUnknownThe scalability readiness of WiREAD+: Perspectives of learners from three educational contexts(2022)
; ; ; 130 167 - PublicationOpen AccessAnalytics of social processes in learning contexts: A multi-level perspective(2016-06)
; ; 398 697 - PublicationOpen AccessA taxonomy for teacher-actionable insights in learning analytics(2017)
; Tan, Jennifer Pei-LingIn the field of learning analytics (LA), actionable insight from LA designs tends to be a buzzword without clear understandings. As the teacher is a key stakeholder, what teacher-actionable insights can be derived from LA designs? Towards providing greater clarity on this issue, we concretize a taxonomy of LA decision support for teacher-actionable insights in student engagement. Four types of decision support are conceived in this taxonomy with relevant teacher implications. Through this taxonomy, we hope to offer possible pathways for actionable insight in LA designs and make clearer the role of the teacher.226 282 - PublicationMetadata onlyNetwork science approaches to education research(International Journal of Complexity in Education, 2020)
; ; ; Tan, Jennifer Pei-LingIn the United States, the Interstate Teacher Assessment Consortium (InTASC) Standards and Education can be generally defined as a process of receiving and providing systematic instruction, and it embodies the verbal and nonverbal networks that the stakeholders (e.g., teachers and students) co-construct. Recent years witness an increasing interest in employing network science approaches to explore the interconnected and non-linear developmental process of education. The current review starts with a brief discussion on the nature of the educational data and proceeds with an introduction to network science history. Relevant network analysis approaches and terminologies are synthesized. Three case studies in Singapore are used to demonstrate how network science approaches can be employed to conceptualize daily educational issues. The findings of the three studies with network science approaches (e.g., motifs detection) may offer educators, researchers, and policymakers novel insights into better pedagogy and strategies for learning face-to-face or online.30