Now showing 1 - 3 of 3
  • Publication
    Open Access
    Future learning with technology
    (National Institute of Education (Singapore), 2022) ;
    We 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.
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  • Publication
    Open Access
    Interactive networks and social knowledge construction behavioral patterns in primary school teachers' online collaborative learning activities
    (Elsevier, 2017)
    Zhang, Si
    ;
    Liu, Qingtang
    ;
    ; ;
    Huang, Zhifang
    A four-stage online collaborative learning approach to supporting teachers' professional development was proposed and described in this paper. This study investigated primary school teachers' interactive networks and social knowledge construction behavioral patterns in online collaborative learning activities. The subject of this study was 83 primary school Chinese teachers who were participating in a structured online professional development program that was 6 months in duration. By combining social network analysis, content analysis and lag sequential analysis, results showed that interactive networks generated in two rounds of online collaborative learning activities were low reciprocal, and loosely connected with a low cohesiveness. There was no significant difference of behavior distributions between core and peripheral members. Moreover, teachers' social knowledge construction behavioral patterns presented different characteristics in different rounds of activities. In addition, this study identified certain problems in teachers' online learning. Finally, some implications for the design of teacher education programs, limitations and further research plans are proposed.
    WOS© Citations 77Scopus© Citations 92  282  921
  • Publication
    Metadata only
    Learners' perceived AI presences in AI-supported language learning: A study of AI as a humanized agent from community of inquiry
    (Taylor & Francis, 2022)
    Wang, Xinghua
    ;
    Pang, Hui
    ;
    Wallace, Matthew Patrick
    ;
    ;
    This study investigated the application of an artificial intelligence (AI) coach for second language (L2) learning in a primary school involving 327 participants. In line with Community of Inquiry, learners were expected to perceive social, cognitive, and teaching presences when interacting with the AI coach, which was considered a humanized agent. To examine how learners’ perceived AI presences were related to their language learning, this study drew on AI usage data, actual learning outcomes, and attitudinal data. Results from hierarchical regression analyses suggest that cognitive presence and learners’ affection for AI’s appearance were significant predictors of L2 enjoyment, which also positively predicted learning outcomes. The score of English shadowing (representing the quality of AI usage) positively predicted learning outcomes. Contrary to intuition, teaching presence was found to negatively predict learning outcomes. Based on cluster analysis and subsequent MANOVA results, this study indicates that the learners perceiving higher social and cognitive presences via interacting with AI and showing greater affection for AI’s appearance tended to use the AI coach more frequently, demonstrate higher L2 enjoyment, and achieve higher learning outcomes. The present study contributes to the limited but increasing knowledge of human-AI interaction in educational settings and carries implications for future efforts on the use of AI for L2 learning.
    WOS© Citations 10Scopus© Citations 41  145