Tan, Seng Chee

This study investigated technostress among university students in technology-enhanced learning (TEL) from a multidimensional person-environment misfit perspective: technostress on the dimensions of person-organization (P-O) misfit, person-TEL (P-TEL) misfit, and person-people (P-O) misfit, respectively. A research model was created to examine how the three dimensions of technostress were related to one another and how they predicted students’ burnout, persistence in TEL, and perceived performance. It was validated by 740 university students from two public universities in China. The findings show that P-O misfit of technostress strongly predicted technostress on both P-TEL misfit and P-P misfit dimensions. P-P misfit of technostress predicted P-TEL misfit of technostress. The three dimensions of technostress were positively associated with students’ burnout, which negatively affected their perceived performance in TEL. Moreover, P-O misfit of technostress demonstrated the most salient effect on students’ burnout. Additionally, group comparisons based on gender and grade levels indicate that females and lower-grade students were more susceptible to burnout associated with P-P misfit of technostress than others. And female students’ performance tended to be more negatively affected by burnout than males. This study has important implications for disentangling factors affecting students’ wellbeing and academic success in TEL and developing effective solutions to technostress.

Unprecedented global issues have caused large-scale disruption to preschools, requiring a rethink of existing teaching and learning approaches. This study examines the inception of a knowledge building approach in preschools using a case study method and a micro‑meso-macro (3M) analytical framework to understand impact and implications. We found that teachers and students, as micro units (individual agents) collaborated with each other at the meso level, where knowledge creation is carried out within communities, while interacting with macro units (school leaders). Analysis shows the knowledge building approach aided stakeholders in navigating organizational, technological, and pedagogical challenges. Elevating awareness and acknowledging impacts of the knowledge building approach can inspire critical discourse to understand and handle future disruptions in the educational landscape.

"The main objectives are:1. Define the key constructs specified in the mp3 goals 2. Develop and validate survey instruments for longitudinal evaluation of mp3. 3. Develop and pilot test observation instruments and interview protocols for longitudinal evaluation of mp3. 4. Collect baseline data that serve (a) as evidence for MOE's decision making on implementation of mp3 and (b) as basis for assessing progress of mp3 in the subsequent phases of evaluation study." -- p. 8.

This paper reports a case study of 20 university peer tutor-tutee dyads which engaged in online synchronous peer tutoring using MENTOR, a mobile application developed to support peer tutoring. Despite years of research, peer tutoring still attracts significant attention and an emerging area of research is online peer tutoring. This study aimed to contribute to research on mobile peer tutoring, which is still in its infancy stage. Underpinned by Vygotskian social-cultural learning and Wertsch's notion of mediated actions by tools, a qualitative analysis of the recorded tutees’ mobile phone screen during the peer tutoring sessions was conducted. Our findings show three different types of peer tutor-tutee social cognitive interactions, with varying degrees of tutees showing agency in seeking clarifications. While most tutees demonstrated some level of agency in seeking clarifications, fewer tutees showed agency in co-annotating on the canvas space. The findings also illuminate how the participants leveraged the canvas tools provided by MENTOR to create a shared understanding and cognitive convergence.

Despite significant theoretical advancement on student agency in feedback, most attention has been focused on students' actions toward the feedback received from teachers and peers. Current literature presents gaps in getting learners to seek feedback and understanding feedback seeking tendencies in K-12 learners. With the rapid technological advances and societal changes in the twenty-first century, it is increasingly vital for students to develop feedback seeking practices to constantly self-improve and keep up with the changing times. My research investigates the development of feedback seeking practices in primary school students within a CSCL environment. Design-based research would be conducted where a set of design principles derived from literature would be tested to derive insights into designs to facilitate student agency in feedback practices.

Teachers are at the front lines of implementing artificial intelligence (AI) in education. They are expected to develop an adequate understanding of AI and become educated users as well as educators. Their readiness for the use of AI is critical for the success of AI-enhanced education. The present study conceptualized AI readiness from four components: cognition, ability, vision, and ethics in the educational use of AI, and investigated their interrelationships and their implications for teachers' work. The data from 3164 primary school teachers were collected and analyzed by partial least square structural equation modelling and cluster analysis. This study found that cognition, ability, and vision in the educational use of AI were positively associated with ethical considerations. The four components of AI readiness all positively predicted, whereas perceived threats from AI negatively predicted, AI-enhanced innovation, which in turn positively predicted teachers' job satisfaction. This study identified three clusters of teachers based on their AI readiness levels. Teachers with high levels of AI readiness tended to perceive low threats from AI and demonstrate high AI-enhanced innovation as well as high job satisfaction. However, teachers from different socio-economic regions and of different genders showed no significant differences regarding AI readiness and its impact on their jobs. This study empirically validated the importance of AI readiness for teachers’ work and has important implications for the development of strategies and policies facilitating successful AI-enhanced education.

This article originated from a working group on “Learning beyond formal schooling through human–computer–human interaction (HCHI)” convened at the UNESCO EDUSummIT 2023 in Kyoto (Japan). A polylogue approach was adopted by engaging eight co-authors whose diverse perspectives culminated in propositions that addressed the pivotal question: How should the connections between formal, non-formal, and informal learning be considered in a digitally mediated world? Formal learning is typically structured, organized and chronologically arranged institutional learning, whereas informal learning is associated with everyday learning across contexts throughout one’s life, and non-formal learning is a hybrid of these forms of learning. Considering the growing prominence of informal and non-formal learning in a digitally mediated world, the evolving learning ecosystem calls for a recalibration of the emphasis on formal learning. In this regard, HCHI has the potential to mediate human–human interactions, thereby bridging formal and informal learning. Our articulated position is to preserve the distinct boundaries and inherent complexities of each type of learning while creating opportunities or ‘bridges’ to authentically draw on the processes of each through meaningful actions. The polylogue yielded three propositions to bridge the connections between formal, non-formal and informal learning spaces in a digitally mediated world: (a) formal education institutions can establish strategic alliances and collaborations with learning organizations beyond the formal educational system, (b) the creation of digital learning communities within formal and non-formal spaces exemplify a paradigm of operation in an unregulated, student-centric cohesive space where the educator is a co-participant, (c) the recognition of the value of informal learning experiences by formal education institutions is critical, with emphasis on the learning process rather than the product.

A perennial challenge in educational research is the bridging of the gap between research and practice (Chafouleas & Riley-Tillman, 2005). On one hand, researchers generally tend to scoff at practitioners' lack of theoretical and empirical bases in their practices. On the other hand, many practitioners are cynical about the applicability of findings from so-called esoteric research. Action Research was advanced as an approach to engage practitioners in evidence-based research to improve classroom practices (Kemmis, 1982; Mills, '2003). There are calls to researchers to direct their effort towards applicable knowledge. The Spencer Foundation in the United States has launched an initiative to promote research that produces usable knowledge in education (Lagemann, 2002). Also, in the Call for Papers for the American Educational Research Association (AERA) 2006 Annual Meeting, the theme Education Research in the Public interest was chosen to emphasize the importance of research serving the real world.