Now showing 1 - 10 of 33
  • Publication
    Open Access
    A spiral model of collaborative knowledge improvement to support collaborative argumentation for science learning: Technological and pedagogical design
    (2019) ;
    Zhang, Si
    ;
    ;
    Looi, Chee-Kit
    ;
    Yeo, Jennifer Ai Choo
    Innovations in teaching and learning are not merely about merely the design of technologies but the integration of technologies and pedagogical practices in supporting meaningful learning. This paper presents the design, implementation and evaluation of a web-based system to support secondary school students’ collaborative argumentation (CA) in science learning in Singapore. A pedagogical model named the Spiral Model of Collaborative Knowledge Improvement (SMCKI) is proposed in this study to inform the system and learning activity design. Starting with a stage of individual brainstorming, the pedagogical model scaffolds students to go through five stages of intra-group and inter-group knowledge improvement and refinement, to support the advancement of their collective and individual knowledge. The results showed that the students significantly improved on their scientific content knowledge through the staged collaboration argumentation activities in the web based learning environment.
      174  205
  • Publication
    Open Access
    ARCH – A seamless Chinese vocabulary learning system bridging home-based and classroom-based learning
    (National Institute of Education, Nanyang Technological University (NIE NTU), Singapore, 2023)
      30  43
  • Publication
    Open Access
    Knowledge building in second language learning
    (2009-11) ; ;
    Looi, Chee-Kit
    Little research has examined second language (L2) learning from a Knowledge Building (KB) perspective. Most KB research is conducted in the context of science or mathematics learning which focuses on idea development and refinement. This paper proposes to investigate students' L2 learning using a KB approach, drawing upon our school-based research work which examines how L2 students learn and practice language skills through a Computer Supported Collaborative Learning (CSCL) tool called GroupScribbles. We hope to develop a theoretical framework with empirical evidence from a real classroom context to explore how KB unfolds in L2 learning.
      164  78
  • Publication
    Open Access
    Comparing enactments of a collaborative writing activity in a networked language learning classroom
    (2012) ; ;
    Looi, Chee-Kit
    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.
      146  67
  • Publication
    Open Access
    基于有形介面的汉字拼合游戏 [Chinese character composition game with tangible interface]
    (National Institute of Education, Nanyang Technological University (NIE NTU), Singapore, 2019) ;
    Ng, Mei Wan
    ;
    Tan, Yu
    ;
    Au, Su Yee
    ;
    Sim, Lucy
    ;
    Wang, Yanyan
      220  120
  • Publication
    Open Access
    Towards a model for rapid collaborative knowledge improvement in classroom language learning
    (2011-07) ;
    Looi, Chee-Kit
    ;
    The concept of Rapid Collaborative Knowledge Improvement (RCKI) refers to quick cycles of knowledge improvement in the short duration of a classroom lesson. We explore the role of RCKI in language learning in our school-based design research by working with teachers to co-design and enact lessons in classrooms. We design a model, called the Funnel Model, to provide a scaffolding structure to enable RCKI practices in the context of reading comprehension. Starting with a stage of individual brainstorming, the model leads to stages of intra-group and inter-group knowledge improvement. The design and implementation of three cycles of RCKI activities in GroupScribbles (GS) supported classroom environment are provided to illuminate the flexibility and diverse uses of the model.
      149  394
  • Publication
    Open Access
    "Ideas first" in collaborative second language (L2) writing: An exploratory study
    (2010-06) ; ;
    Looi, Chee-Kit
    Drawing from sociocultural perspectives, this paper argues for the necessity of distinguishing the activity of "brainstorming ideas" from the activity of "generating words/phrases" in collaborative L2 process writing. We designed a series of Chinese writing lessons based on the online collaborative learning software GroupScribbles (GS) to explore students’ participation and performance with "ideas first" versus "words/phrases first" activity designs. Quantitative data collected from an analytical tool reveal that students engaged more actively in the "ideas first" collaborative L2 writing than in the "words/phrases first" approach. Our research findings suggest that "ideas first" supported by the affordances of the GS tools a viable approach for collaborative L2 writing.
      171  186
  • Publication
    Open Access
    Collaboration script appropriation in a science class
    (2019)
    Zhang, Si
    ;
    ; ;
    Looi, Chee-Kit
    ;
    Chai, Aileen Siew Cheng
    ;
    Ang, Joo Liak
    This paper presents how a collaboration script informed by the Funnel Model was appropriated by a class of students in a secondary science class lesson. Based on the script, a class of 33 tenth grade students enacted four stages of a technology-supported collaborative learning activity: individual construction, intra-group construction, inter-group rating, and intra-group refining. Quantitative and qualitative analyses of students' behaviors and perceptions were conducted to identify and explain how students appropriated the collaboration script.
      149  91
  • Publication
    Metadata only
    AI-powered collaborative activities for Chinese vocabulary learning
    (2023)
    Guo, Xinyu
    ;

    In recent years, Artificial Intelligence (AI) has significantly increased in digital second language (L2) learning, particularly in supporting vocabulary acquisition. However, research on how AI might facilitate collaborative vocabulary learning is still in its new stage. This study works on investigating the effectiveness of AI recommended contexts in fostering collaborative language learning among young learners. The research employed a self-developed AI-empowered Chinese vocabulary learning system called ARCHe, which was implemented in primary schools in Singapore. A mixed-methods case study approach was conducted with the 2nd-grade students who spoke English as their first language. Preliminary findings indicate that learning Chinese with ARCHe effectively enhances the academic performance of young learners, with the AI-empowered self-generated contexts feature exhibiting a positive impact on collaborative language learning performance. The study offers insights into the integration of AI in digital language learning, with the potential to enhance L2 learning outcomes for young learners.

      19
  • Publication
    Open Access
    Learning analytics for collaborative language learning in classrooms: From the holistic perspective of learning analytics, learning design and teacher inquiry
    (2021) ;
    Song, Yanjie
    Learning analytics (LA) has been increasingly using in teaching and learning. However, in the field of applied linguistics, the use of LA has only begun to touch the surface. There is a need for understanding how LA and learning design (LD) influence each other and provide useful information to language teachers in the context of specific courses or learning environments. In this study, a retrospective analysis was conducted to identify the factors influencing LA for collaborative language learning in classrooms, from a holistic perspective by integrating LA, LD, and teacher inquiry. The findings suggested that (1) LA focused on interactions can inform pedagogical refinement effectively when LD in language learning is premised on social constructivist theories; (2) LA supported teacher inquiry and LD on condition that the teacher holds innovation-oriented beliefs and the participatory culture between teachers and researchers. The study provided insights into the use of LA in collaborative language learning classrooms that focus on collecting and evaluating learners’ interaction process beyond gleaning linguistic or behavioral facts. Professional development implications and future research are also addressed.
      89  341