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Tan, Seng Chee
Preferred name
Tan, Seng Chee
Email
sengchee.tan@nie.edu.sg
Department
Office of Graduate Studies and Professional Learning (GPL)
Learning Sciences and Assessment (LSA)
ORCID
124 results
Now showing 1 - 10 of 124
- PublicationOpen AccessMobile MENTOR (Mobile Education Networked Tutoring On Request)(National Institute of Education (Singapore), 2021)
; ; 231 224 - PublicationMetadata onlyMan–machine partnership to support remote peer tutoring: Psychological, pedagogical, and technological considerations for the development of a mobile application(Springer, 2023)
; ; ; This chapter explains the man–machine partnership to support remote peer tutoring among university students through a mobile application called MENTOR. Underpinned by Vygotskian social-cultural theory of learning, it distils the essential conditions of learning through social interactions with the use of tools and language within learners’ zone of proximal development (ZPD). Relevant psychological concepts that affect peer tutoring were considered, including self-determination theory, self-system theory, and self-regulation. These factors affect students’ motivation to learn, as well as their needs for autonomy, competence, and relatedness. Peer tutoring can be used to respond to students’ help-seeking requests and support one another to fulfil these psychological needs and support the processes. Based on these considerations, MENTOR, a mobile application, was designed and developed with several affordances—24/7 peer tutoring, tutor identification, tutor-tutee matching, canvas for shared resources, communication tools for collaboration and scaffolding—that were aligned with the theories and pedagogical considerations. The mobile application mediates interactions among student–student and student-tools-resources. The man–machine division of roles is essential so that the affordances of the mobile applications can be effectively leveraged for productive peer tutoring. MENTOR has been tested with university students with promising results.
45 - PublicationOpen AccessGraphical representations and transfer of ideas between multi-draft pre-writing stages(2010)
158 192 - PublicationRestrictedEvaluation of implementation of IT masterplan 3 and its impact on Singapore schools - instrumentation and baseline study(2010-01)
; ; 624 180 - PublicationOpen AccessLanguage learning in multi-user virtual environments: Using the Enter-the-Story teaching methodThe authors propose using the Enter-the-Story teaching method for language learning in Multi-User Virtual Environments (MUVEs). A MUVE's immersive storyworld imbued with rich cu ltural artifacts provides an appealing environment for young learners to learn a language by taking on roles in a story and describing their imaginative experience in the story.
177 219 - PublicationOpen AccessDiscovering dynamics of an idea pipeline: Understanding idea development within a knowledge building discourse(2017)
; Idea development is an important process within a knowledge-building discourse and it is crucial to understand the dynamics of idea development throughout the discourse, such as the growth, flourishing or fading of ideas. This study proposes a framework called Idea Pipeline that explores and tracks the dynamics of idea development within a knowledge-building discourse. This pipeline consists of three phases: discovery, identification and analysis, and ‘rise above’ of ideas. Each phase of the pipeline will be illustrated using findings from a comparison study of two online knowledge building discourses. During the discovery phase, a text miner is used to identify groups of related keywords from the discourse; this is represented as keyword graphs with weighted frequencies to show the diversity of ideas that were embedded within the knowledge-building discourse. In the idea identification and analysis phase, network analysis was conducted to help label key ideas that were promising to the discourse community; this would provide the community with information to decide which ideas to pursue so that advancement of communal knowledge could be achieved leading to the ‘rise above’ phase. This Idea Pipeline framework can be an additional method for the temporal analysis of a computer-supported collaborative learning discourse over a longer duration of weeks or even months.482 434 - PublicationOpen AccessEvaluation of implementation of the IT Masterplan 3 and its impact on Singapore schools: Instrumentation and baseline study(2011)
; ; 660 479 - PublicationOpen AccessBeyond information pumping: Creating a constructivist e-learning environmentE-Learning is currently one of the "biggest" things in the world of training and learning. The popularity of eLearning stems from its advantages, such as 24/7 accessibility, anytime-anywhere learning, ease of update of information, and self-paced learning. Very often, information is presented as hypertext, sometimes including hypermedia. The notion of re-usable learning objects is also gaining popularity. In this article, it is argued that simply presenting information to learners may not be the best way for e-Learning to occur, as it is making too many assumptions: the learners are motivated, the learners are able to learn independently, and the learners can transfer and apply the knowledge to real-life situations. It is proposed that to best harness the potential of Internet affordances, the definitive advantage of e-learning over learning via other media is to adopt a social constructivist approach, which is based on Vygotskian theories of learning and situated cognition.
789 1234 - PublicationOpen AccessTeachers’ perceptions of engaging students in self-directed learning and collaborative learning in Singapore classrooms(2015)
; ; Ang, Kok ChengThe purpose of the paper is to investigate the development of teachers’ perceptions towards engaging students in self-directed learning (SDL) and collaborative learning (CoL) activities, and with the support of information and communication technology (ICT) in classrooms. More than 4000 teachers’ perceptions towards engaging students in SDL and CoL activities were collected through an online survey from 2010 to 2013. The findings showed an upward trend in their perceptions in SDL, SDL with ICT and CoL with ICT. Further analysis of the 2013 data showed that there were some significant differences across different levels (i.e.: primary, secondary, and junior college levels). These findings suggest professional development areas that could further support teachers in integrating SDL and CoL activities in class.321 903