Now showing 1 - 10 of 97
  • Publication
    Open Access
    Integrating CMC and verbal discussions in students’ collaborative learning in a F2F classroom
    (2009-06) ; ;
    Tan, Sini
    This paper analyses the role of different communication modes in students’ collaborative learning in a Primary Grade 5 blended learning environment in Singapore. Small groups of students interacted face-to-face over a CMC technology called Group Scribbles (GS) to jointly complete a learning task. We analyzed the construction and evolution of the interactions through analyzing the artifacts that are produced by a group of students - in the verbal talk, gestures, and sketches drawn and text inscribed in GS. F2F and GS interactions intertwined to support collaborative learning. The findings from this study could inform the design of integrating and reinforcing the strengths of both communication modes when introducing CSCL in a F2F classroom.
      90  160
  • Publication
    Open Access
    Scripting collaborative learning with the Spiral Model of Collaborative Knowledge Improvement (SMCKI)
    (National Institute of Education (Singapore), 2020)
    Tan, Jesmine Sio Hwee
    ;
      67  179
  • Publication
    Open Access
    Rapid collaborative knowledge building: Lessons learned from two primary science classrooms
    (2008-06)
    Ng, Foo Keong
    ;
    ;
    Cognizant that a critical 21st century skill is the capacity to do rapid collaborative knowledge building (RCKB) in a dynamic setting, we are interested to introduce practices for RCKB into classrooms. Through RCKB, students also have opportunities to learn and articulate their understanding in a deeper way than traditional classroom lessons. We describe a research project in which together with teachers, we initiated lesson activities that enact RCKB for science lessons. Towards that goal, we envisaged 10 principles for RCKB in the design of lessons, and worked with teachers to co-design lesson plans and apply these principles. Reporting on our initial pilot study, we document some effects of our intervention package in terms of traditional and non-traditional assessments of learning gains. We started with 6 weeks of initiation activities (a.k.a. “Paper Scribbles” or PS sessions) in the classroom using sticky paper notes, which was followed by another 10 weeks of activities in a school computer laboratory with the use of the Group Scribbles (GS) software technology. We share our lessons learned in this study, discuss implications for socio-technical instructional design of successful rapid knowledge building activities in the classroom, and suggest avenues for improvement and further research.
      362  278
  • Publication
    Open Access
    What make students improve argumentation skills in online collaboration? The effects of students’ motivation and preference for group work
    (2020) ;
    Pi, Zhongling
    ;
    Chai, Aileen Siew Cheng
    ;
    Tan, Jesmine Sio Hwee
    ;
    Wang, Xinghua
    Online collaboration is considered as one of the effective strategies to improve students’ argumentation skills. This strategy reduces the effects of production blocking and evaluation apprehension on group performance. There are currently few studies that examine the role of students’ characteristics in argumentation skill improvement via online collaboration. During a fifty-minute argumentation lesson conducted by the secondary school English language teacher, students learned to construct argumentation by establishing ideas, claims, and evidence in an attempt to address contemporary issues via an online collaboration system. Prior to the lesson, students completed a motivation scale and preference for group work scale and an argumentation writing task. A similar argumentation writing task was also completed by the students after the lesson. Overall, this study demonstrated that explicit instruction in argumentation skills via online collaboration has positive effects on student’ argumentation skills gains, especially on students with a high preference for group work. Results showed that students’ extrinsic goal orientation negatively predicted their argumentation skills, whereas students’ task value and preference for group work positively predicted their argumentation skills on the posttest. The implications of the findings on the teaching practices of argumentation skills are discussed.
      140  159
  • Publication
    Open Access
    Knowledge building in second language learning
    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.
      168  86
  • Publication
    Open Access
    Towards responsive professional development for Singapore music teachers: Phase 3: Investigating efficacy of video-based professional development.
    (National Institute of Education (Singapore), 2020) ;
    Chua, Siew Ling
    ;
    Bautista, Alfredo
    ;
    Chen, Ouhao
    ;
    ;
    Lee, Huan Siak
    ;
    Eng, Alvyn Yan Chen
    ;
    Goh, Sao-Ee
    ;
    Ho, Hui Ping
    ;
    Conway, Colleen
    ;
    Cabedo Mas, Alberto
      95  117
  • Publication
    Open Access
    Enhancing students' computational estimation ability in GS-based computer-supported collaborative learning environment
    (2009-11)
    Lin, Chiu Pin
    ;
    ;
    Tung, Ting Hao
    This research is informed by the theory of CSCL as a foundation of the mathematics design for the mathematical operations estimate ability and strategies. This study is implemented in a computer-supported collaboration to promote the sixth grade elementary students. The results demonstrated that this study can effectively promote the mathematics estimate examination of students. This also enhances the students' interest in mathematics and enhances group collaboration, discussion and the interaction amongst their classmates.
      117  45
  • Publication
    Open Access
    A spiral model of collaborative knowledge improvement to support collaborative argumentation for science learning: Technological and pedagogical design
    (2019) ;
    Zhang, Si
    ;
    ; ;
    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.
      177  211
  • Publication
    Open Access
    Measuring process and outcome of the scientific argumentation in a CSCL environment
    This paper describes the conceptualization and operationalization of the scientific argumentation in a CSCL environment. An online platform is designed to support students’ collaborative argumentation with diagram-based representations of argumentation based on Toulmin’s (1958) Argumentation framework. Based on existing analytic frameworks of collaborative argumentation while accommodating the specific demands and characteristics of the target users and the environment involved, a conceptual framework and a group of indicators are derived for operationalizing the measurement constructs of the process and outcome of students’ collaborative argumentation.
      357  264
  • Publication
    Open Access
    Computer-supported collaborative argumentation in Singapore classrooms
    (National Institute of Education (Singapore), 2021-11)
      78  133