1. Institutional support to implement hybrid/blended courses
Haggar, F., Kelley, B., & Chen, W. (2017). Collaborations among diverse support areas for hybrid success. In K. Linder, (Eds.) Special Issue: Hybrid Teaching and Learning. New Directions for Teaching and Learning. 2017 (149), 69-77
Abstract: Successful implementation of hybrid courses typically demands collaboration among diverse support areas on campus. This article examines these collaborations through the lens of Badrul Khan's theory of managing blended learning support. Also discussed is the central role that faculty developers can play in connecting these support areas to ensure the success of hybrid courses.
2. Intercultural communication
Conference Presentation (awarded full scholarship for this presentation) I was among the student speakers met by Prince Charles of UK: Chen, W. (2007). Weblog-based blended learning: Crossing cultural barriers gently. Education without Boarders2007, International Student Conference.
ewb2007.hct.ac.ae/registration/UserFiles/SpeakerDocs/37.doc
Abstract: This project addresses the cross-cultural values related to the use of Weblog-based blended learning. A research study is proposed which focuses on how Weblog-based blended learning could facilitate Asian students’ participation in class group discussion at universities of English-speaking developed countries. Qualitative approaches including Weblog content analyses, interviews, and open-ended questions in questionnaires as well as quantitative methods such as recording Weblog-based activities and survey data will be employed. Formative evaluation is used in adjusting the practices and summative evaluation in examining the research results. It is hoped that through Weblog-based blended learning, Asian students can take greater advantage of such group discussion.
3. Application of complexity theory in education
Conference Presentation: (awarded Graduate Student Fellowships for presentation from both Peking University and University of Georgia) Chen. W. (2008). Complexity theory and education in China. The Fifth Annual Conference on Complexity Science and Education Research.
Abstract: In my presentation, I will give a brief overview of the introduction of complexity theory into the field of education in China. The work of Edgar Morin is especially influential in introducing complexity theory to the Chinese education arena; and several indigenous explorations on complexity, done by Chinese scholars, will also be reviewed. The focus will be on the present status and the possibility of the intro- duction of complexity theory into Chinese education research and practice, which is getting Westernized yet still keeps its special traditions. Several recent discussions will be reviewed. My own work related to the adoption of the design-based research methodology and the new assessment approaches will be presented. Potentials of furthering the introduction of complexity theory into the Chinese educational field will also be discussed. Last but not the least, a link will be made between complexity theory and Chinese culture. For example, Chinese culture has a similar emphasis on holism and self-organization, which are related to complexity theory.
4.School teacher's information literacy
Journal Article (in Chinese): Jia, J., Wang, Q. Chen, W., & Hao, Z. (2008). The Quantitative Analysis of the Teachers' Information Literacy in Middle and Elementary Schools in Beijing (in Chinese). E-Education Research. (8), 37-42
Abstract: In order to assist the government’s decision making, we administered a survey to learn about the primary and middle school information technology teachers’ information literacy. Our 2006 survey indicates that their average information literacy level is high. According to our quantitative analysis, age, years of teaching, and whether or not one was in charge of the development and management of their school’s electronic instructional resources were three major factors influencing the survey respondents’ information literacy.
http://www.cnki.com.cn/Article/CJFDTotal-DHJY200808010.htm
Conference Proceeding (in Chinese): Jia, J., Chen, W., Wang, Q. & Hao, Z. (2007). The survey and analysis of the teachers' information literacy in middle and elementary schools in Beijing (in Chinese). In Y. Dong, Y. Xie, & Z. Tian (Eds.): Research Development of Information Technology Education - Proceedings of the 3rd Annual National Conference of Information Education (pp.20-28). Changchun: Jilin Education Press.
5. Terminology: E-learn, online, and distance learning
Conference Presentation: Moore, J., Dickson-Deane, C. Galyen, K. & Chen, W. (2010). Designing for E-learn, online, and distance learning Environments: Are they the same? American Educational Research Association 2010 Annual Meeting (AERA 2010).
Abstract: It is not uncommon that researchers face difficulties when performing meaningful cross-study comparisons for online learning research. We implemented a mixed- method analysis of research articles to find out how they define the learning environment. In addition, we surveyed 43 persons and discovered that there was inconsistent use of terminology for difference types of delivery modes. The results reveal that there are different expectations and perceptions of learning environment labels: distance learning, e-learning, and online learning.