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Chen, Wenli
Preferred name
Chen, Wenli
Email
wenli.chen@nie.edu.sg
Department
Learning Sciences and Assessment (LSA)
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ORCID
107 results
Now showing 1 - 10 of 107
- PublicationOpen AccessPre-service teachers in a ubiquitous computing environment: One-to-one technology enhanced learning (TEL)This research project is to examine the implementation and outcome of one-to-one laptop initiative of National Institute of Education (NIE) to better understand the possibilities and challenges of the ubiquitous computing environment aimed at achieving multiple dimensional learning goals of pre-service teachers.
130 141 - PublicationOpen AccessConnecting learning spaces using mobile technology(Educational Technology Publications, 2010)
; ; 300 477 - PublicationOpen Access
223 264 - PublicationOpen AccessAnalysis of group understanding in artifact-mediated discourses(2011-07)
; A collaborating group is increasingly viewed as a cognitive unit, the workings of which need to be understood independent of its effects on individual learning. We are beginning to understand how groups operate as a cognitive unit that learns, solves problems, and/or constructs new knowledge, but still lack adequate conceptual frameworks and analytic strategies to deal with different dimensions of group cognition. This problem is particularly acute in small group interaction mediated by technologies. While various technological tools are used to support small group interaction, we do not understand clearly yet how group understanding emerges from this process. In this paper, we examined the development of group understanding when the group discourse is mediated by the construction of technological artifacts.415 267 - PublicationOpen AccessComparing enactments of a collaborative writing activity in a networked language learning classroom(2012)
; ; Good learning activity designs do not guarantee effective classroom orchestration by the teacher. Enactments of the same learning activity design may vary greatly among different teachers. This study compares two teachers' enactments of a collaborative learning activity in a L2 writing classroom supported by a networked technology called Group Scribbles (GS). Plausible factors of teacher’s moves and actions that impact the different enactments are identified and discussed, including articulating the objective of activity explicitly, providing improvised formative assessment and scaffolding to support students' work on an ongoing basis, and controlling the tempo of the activity and maintaining students' enthusiasm.161 176 - PublicationOpen AccessTowards a framework for seamless learning environments(2008-06)
; ; The purpose of this study is to explore the complex nature of Singapore teachers’ beliefs about knowledge and learning and how these beliefs influence pedagogical practices in their classes. This paper presents findings from a large-scale survey study with 1806 teachers in Singapore. Data revealed that while teachers’ beliefs about pedagogies, knowledge and learning were largely consistent, they also believed and practiced both teacher-centered and learner-centered pedagogies and assessment methods.347 281 - PublicationOpen AccessSchool leadership in ICT implementation: Perspectives from SingaporeSingapore has implemented two Masterplans for Information Communication Technology (ICT) in education over the last decade. This article examines Singapore teachers’ perspectives of how leadership for ICT implementation in schools is distributed among leaders, by means of a survey conducted in 2007. The study found that transformational and instructional leadership are perceived to be distributed among multiple leaders including Principal, Heads of Technology, and Heads of Subject. Heads of Technology are viewed as performing both transformational and instructional leadership activities more frequently than the Principal or the Subject Heads. The transformational leadership and instructional leadership performed have a significant effect on the amount of extra effort teachers put into their use of ICT.
WOS© Citations 15Scopus© Citations 17 614 810 - PublicationOpen AccessCollaborative languaging for L1 learning in a CSCL classroom via Group Scribbles: An exploratory case study(2012)
; 172 164 - PublicationOpen AccessThe role of individual preparation for knowledge construction in collaborative argumentation: An epistemic network analysis(2023)
; Through collaborative argumentation, students gain in-depth understanding of learning content when they build on one another’s knowledge. Although individual preparation (IP) is found to be effective to foster collaborative learning, the mechanism of how IP influence the knowledge construction behavior is underexplored. This study investigated how IP influenced secondary school students in relation to knowledge construction behavioral patterns when participating in online collaborative argumentation activities. 20 students participated in two computer-supported collaborative argumentation lessons with one group with IP, and the other group without. Screen video recordings of students constructing arguments in groups during two lessons were collected and analyzed. Epistemic Network Analysis was conducted to examine students’ knowledge construction behaviors in the two lessons with and without IP. The results show that there were significant impact on students’ knowledge construction characteristics between the two lessons. Students who did not go through the IP phase tended to exhibit behaviors related to ideas refinement more than the students who went through the IP phase. The implications of how to design and implement effective knowledge construction are discussed.
50 355 - PublicationOpen AccessConstructing a teaching presence measurement framework based on the community of inquiry theoryGiven that there is no consensus on a framework for measuring presence in online teaching, this paper focuses on the construction of a reliable measurement framework of teaching presence based on the Community of Inquiry theory. In this study, 408 questionnaires were collected from college students who had online learning experience. Item analysis, exploratory factor analysis, and confirmatory factor analysis were used to analyze the results, which showed that the five-factor framework is in good agreement with the data. The confirmatory factor analysis also demonstrated a good model fit of the correlated five-factor teaching presence framework. Therefore, the teaching presence measurement framework consisting of design and organization, discourse facilitation, direct instruction, assessment, and technological support, can serve as an effective tool to support teaching presence measurement and to provide guidance for instructors’ online teaching.
WOS© Citations 5Scopus© Citations 12 139 193