NIE APPLETREE - Research Papers

Selected Publications

Journal Papers:

Tan, J. S. H., Chen, W., Su, J., & Su, G. (2023). The mechanism and effect of class-wide peer feedback on conceptual knowledge improvement: Does different feedback type matter? International Journal of Computer-Supported Collaborative Learning. (Tier 1A journal, Impact Factor = 5.35), https://doi.org/10.1007/s11412-023-09390-4

Chen, W., Tan, J. S. H., Zhang, S., Pi, Z., & Lyu, Q. (2023). AppleTree system for effective computer-supported collaborative argumentation: An exploratory study. Educational Technology Research and Development. Advance online publication. (Tier 1A journal, Impact Factor = 5.58), https://doi.org/10.1007/s11423-023-10258-5

Tan, S. H. J., & Chen, W. (2022). Peer feedback to support collaborative knowledge improvement: What kind of feedback feed-forward? Computers & Education (Tier 1A journal, Impact Factor = 8.538), 187, 1-19. ttps://doi.org/10.1016/j.compedu.2022.10446

Chen, W., Tan, S. H. J., & Pi, Z. (2021). The spiral model of collaborative knowledge improvement: an exploratory study of a networked collaborative classroom. International Journal of Computer-Supported Collaborative Learning (Tier 1A journal, Impact Factor = 5.108), 16, 7–35. https://doi.org/10.1007/s11412-021-09338-6

Book Chapters:

Chen, W., & Tan, S. H. J. (2022). Supporting Collaborative Learning with Technology. In N.A.(Ed.), Knowledge Bases for the Singapore Teaching Practice Model, Academy of Singapore Teachers, Ministry of Education.

Yeo, J., Chen, W., Tan, T.T.M., & Lee Y.-J. (2021). Innovative Science and STEM Pedagogies in Singapore. In O. S. Tan, E. L. Low, E. G. Tay & Y. K. Yan (Eds.), Singapore math and science education innovation - Beyond PISA (pp. 189-206). Singapore: Springer Nature.

Chen, W., & Koh, R. E. (2021). Learning Analytics for Education. In Tan, S.C., Quek, C.L., &Diva, S. (Eds.), Technology for Meaningful Learning (pp. 63-80). Singapore: Springer.

Conference Papers:

Chen, W., Li. X.,E. Ng, Su, J., Lyu, Q., Chai, A. S. C., and G. Su (2024). Supporting students’ uptake on peer feedback in collaborative argumentation: A Design-Based Research. In Proceedings of the 18th International Conference of the Learning Sciences-ICLS 2024, New York, USA: International Society of the Learning Sciences.

Chen, W., Li X., Su, J., Lyu, Q., Chai, A. S. C., Ng, E. E., and Su, G. (2023, May). Exploring the utility of learning analytics-based formative feedback for collaborative argumentation and interaction relationships [Paper presentation]. Beijing, China: Global Chinese Society for Computers in Education (GCCCE) Conference 2023. (Nominated for Best Paper Award)

Chen, W., Ng, E. E., Li X., Chai, A. S. C., and Lyu, Q. (2023, May). The role of peer feedback on the quality of students’ computer-supported collaborative argumentation [Paper presentation]. Global Chinese Society for Computers in Education (GCCCE) Conference 2023, (Nominated for Best Paper Award)

Chen, W., Su, J., Lyu, Q., Li, X., Chai, A. S. C., Su, G., and Ng, E. E. (2023, May). The Effects of Individual Preparation on Students’ Collaborative Argumentation-Based Learning A Exploratory Study in a Secondary School Classroom. Global Chinese Society for Computers in Education (GCCCE) Conference 2023, Beijing, China. (Best Paper Award)

Chen, W., Han, Y., Lyu, Q., Tan, J., Chai, A., Lyna, & Su, J. (2022). Deepening Students’ Understanding of Socio-Scientific Issues Through Graph-Oriented Computer Supported Collaborative Argumentation: An Exploratory Study. International Society of the Learning Sciences 2022.

Chen, W., Lyu, Q., & Su, J. (2022). The effect of individual ideation before discussion on computer supported collaborative argumentation in a primary classroom. In Iyer, S. et al. (Ed.), Proceedings of the 30th International Conference on Computers in Education. KL, Malaysia: Asia-Pacific Society for Computers in Education. (Best Paper Award)

Chen, W., Su, J., Lyu Q., Chai, A., & Toh, W.L. (2022). Interaction and monitoring matter: Comparison of High and Low-performing Groups in CSCL. In Iyer, S. et al. (Ed.), Proceedings of the 30th International Conference on Computers in Education. KL, Malaysia: Asia-Pacific Society for Computers in Education.

Lim, Y. Q. A., Chen, W., Lyu., Q., Tan, J., Chai, A., & Kwan, L. (2022, June). The impact of individual preparation before collaboration: An exploratory study to support collaborative learning in Primary 5 English Language classroom. Paper presented at Redesigning Pedagogy International Conference, Singapore.

Marion, W., Lim, Y. Q. A., Chen, W., Lyu., Q., Tan, J., Chai, A. (2022, June). Computer-supported collaborative argumentation in Primary 5 English Language classrooms: An innovative pedagogy to support collaborative knowledge improvement. Paper presented at Redesigning Pedagogy International Conference, Singapore.

Soh., K., Soh, S., Chai, A., Chen, W., Kwan, L., & Tan, S.H.J. (2022, June). Computer-Supported Collaborative Argumentation (CSCA) for English Language teaching and learning: A Design-Based Research. Paper presented at Redesigning Pedagogy International Conference, Singapore.

Chen, W., Pi, Z., & Tan, S. H. J. (2020). Improving pre-service teachers’ ICT-integrated lesson design through formative peer feedback. Proceedings of the 28th International Conference on Computers in Education 2020 (pp. 165-170).

Chen, W., Pi, Z., Chai, S. C. A., Tan, S. H. J., & Wang, X. (2020). What make students improve argumentation skills in online collaboration? The effects of students’ motivation and preference for group work. Proceedings of the 24th Global Chinese Conference on Computers in Education 2020 (pp. 673-680). (Best Paper Award)

Cheng, J. Y., Lung, H. W., Chen, W., & Po, J., (2020). Asia Learning Analysis (LA) and the Development Trend of Artificial Intelligence (AI) Education. Global Chinese Conference on Computers in Education 2020.

Tan, S.H.J., Chen, W., & Pi, Z. (2020). Scripting peer-rating for collaborative knowledge improvement - A study on pre-service teachers’ collaborative lesson design. Proceedings of the 24th Global Chinese Conference on Computers in Education 2020 (pp. 720-724).

Chen, W., Tan, S. H. J. (2019). Scaffolding computer-supported collaborative lesson design: A spiral model. Proceedings of the 27th International Conference on Computers in Education (pp.165 - 171).

Chen, W., Zhang, S., Wen, Y., Looi, C.K., Yeo, J. (2019). A Spiral Model of Collaborative Knowledge Improvement to Support Collaborative Argumentation for Science Learning: Technological and Pedagogical Design. Proceedings of the 13th International Conference on Computer Supported Collaborative Learning (pp. 240-247). (Nominated for Best Design Award)

Zhang, S., Chen, W., Wen, Y., Looi, C.K., Chai, S.C.A., Ang, J.L. (2019). Collaboration Script Appropriation in a Science Class. Proceedings of the 13th International Conference on Computer Supported Collaborative Learning (pp. 561-564).

Chen, W., Zhang, S., Wen, Y., & Looi, C.K. (2019). A Study of Students’ Collaborative Learning in Science Classroom Based on AppleTree. Proceedings of the 23rd Global Chinese Conference on Computers in Education (pp. 20-24).

Chen, W., & Looi, C. K. (2017). Measuring process and outcome of the scientific argumentation in a CSCL environment. Proceedings of the 25th International Conference on Computers in Education (pp. 139-145).

Chen, W., Looi, C.-K., Wen, Y., & Xie, W. (2013). AppleTree: An assessment oriented framework for collaboration and argumentation. In N. Rummel, M. Kapur, M. Nathan & S. Puntambekar (Eds.), Proceedings of Computer Supported Collaborative Learning (CSCL) 2013 (Part 2, pp. 6-9). Madison, USA: International Society of the Learning Sciences.

Keynote Addresses:

Chen, W. (2021, December). From Cooperation to collaboration: Technological and Pedagogical design for computer support collaborative language learning. Keynote Address, The 10th international forum of Chinese Language Teaching and Learning, Hong Kong.

Chen, W. (2021, December). Learning analytics for learning design. Keynote Address, eLearning International Conference & Open Education Forum 2021, Taichung, Taiwan.

Chen, W. (2021, November). Supporting Effective Collaborative Learning in Classrooms: Technological and Pedagogical Design. Keynote Address, The 3rd International Conference of Education and Science, Jakarta, Indonesia.

Chen, W. (2021, February). Preparing Future-Ready Learner: Pedagogical and Technological Design for Computer-Supported Collaborative Learning in Classrooms. Keynote Address, EduTech Conference Middle East, Dubai, United Arab Emirates.

Chen, W. (2020, November). From Cooperation to collaboration: Designing Computer-supported collaborative knowledge improvement in classrooms. Plenary Address, 28THInternational Conference on Computers in Education, Darwin, Australia.

Chen, W. (2020, August). Scaffolding and assessing computer-supported collaborative argumentation. Keynote Address, UNESCO International Forum for ICT in Higher Education, Shenzhen, China.

Chen, W. (2019, March). Learning to Argue and Arguing to Learn: Computer-Supported Collaborative Argumentation in Classrooms. Keynote Address, OER-AST Seminar on “Learning with Technology: Principles, Perspectives and Practices”, Singapore.

Chen, W. (2019, March). Advancing Collaborative Knowledge Improvement through ICT. Keynote Address, MOE CPDD iMTL Portal NLC Professional Sharing, Singapore.

Chen, W. (2018, October). Knowledge Co-Creation and collaboration. Keynote Address, 2ndUniversity of Riau International Conference on Educational Sciences, Pekanbaru, Indonesia.

Chen, W. (2015, September). Preparing for Future Learning Through Idea Generation and Collaboration. Keynote Address, International Conference on Education & e-Learning, Bangkok, Thailand.

Professional Articles:

Chen, W. (2021, September). Technology integration during collaborative argumentation. SingTeach, 78, 2-3.

Chen, W. (2021). Computer-Supported Collaborative Argumentation with Automated Assessment for Science Learning. (21-012). NIE Research Brief Series. Singapore.

Chen, W. (2021, July). Computer-supported collaborative argumentation in Singapore classrooms OER Knowledge Bites, 15, 15-16.

Tan, S.H. J., & Chen, W. (2020, August). Scripting collaborative learning with the spiral model of collaborative knowledge improvement. Learning@NIE, 2, 10-11.

Journal Papers:

Chen, W., Tan, S. H. J., & Pi, Z. (2021). The spiral model of collaborative knowledge improvement: an exploratory study of a networked collaborative classroom. International Journal of Computer-Supported Collaborative Learning 16, 7–35.https://doi.org/10.1007/s11412-021-09338-6

Authors: Wenli Chen, Jesmine S. H. Tan, & Zhongling Pi

Submitted for: International Journal of Computer-Supported Collaborative Learning

Abstract: While there are many studies on students’ collaborative learning at the small group level, pedagogies and strategies for supporting students’ collaborative learning at the class level are underexplored. This study proposes a pedagogical model named the Spiral Model of Collaborative Knowledge Improvement (SMCKI) to inform the design and implementation of multi-layered collaborative learning activities in a networked class where there are many groups of students working collaboratively. Starting with a phase of individual ideation, the pedagogical model scaffolds students to go through five phases of intragroup and inter-group knowledge improvement and refinement, with the goal of supporting the advancement of their individual and collective knowledge. An exploratory case study is presented to illustrate how this model was used in a pre-service teachers’ technology-enhanced learning (TEL) activity design lesson in a Computer-Supported Collaborative Learning (CSCL) environment. The results show that the participants significantly improved the quality of TEL design throughout the five phases of SMCKI. The implications of the findings on designing and implementing CSCL activities in authentic class environments are discussed.

Chen2021_Article_TheSpiralModelOfCollaborativeK.pdf

Tan, S. H. J., & Chen, W. (2022). Peer feedback to support collaborative knowledge improvement: What kind of feedback feed-forward? Computers & Education, 187, https://doi.org/10.1016/j.compedu.2022.10446

Authors: Jesmine S. H.Tan, Wenli Chen

Submitted for: Computers & Education

Abstract: Online peer feedback plays a critical role in collaborative learning. This process improves learning and helps both giver and receiver develop and refine their metacognitive knowledge. A deeper examination of the feedback types, specificity, and affective nature is needed to understand its impact on collaborative knowledge improvement. A mixed-method study was conducted to examine how online peer feedback supported collaborative knowledge improvement in a computer-supported collaborative learning (CSCL) environment. How the different types of formative peer feedback, the specificity and affective nature of the peer comments supported pre-service teachers' in improving their TEL design were examined. The results showed that the peer feedback supported pre-service teachers in improving the quality of TEL design measured by the TPACK framework. It was found that feedback that raised concerns about the work and suggestive feedback facilitated the further improvement of the work. Elaborated feedback rather than verification feedback with short responses also affected the responses to the feedback. The implications on how online peer feedback support collaborative knowledge improvement are discussed.

Peer feedback to support collaborative knowledge improvement_ What kind of feedback feed-forward_ - ScienceDirect.pdf

Book Chapters:

Chen, W., & Koh, R. E. (2021). Learning Analytics for Education. In Tan, S.C., Quek, C.L., &Diva, S. (Eds.), Technology for Meaningful Learning (pp. 63-80). Singapore: Springer.

Conference Papers:

Chen, W, Su, J, Lyu, Q., Li. X., Chai, G. Su and E. Ng (2023), The Effects of Individual Preparation on Students’ Collaborative Argumentation-Based Learning: A Exploratory Study in a Secondary School Classroom. Proceedings of The 27th Global Chinese Conference on Computers in Education. (Best English Paper Award)

Authors: Wenli Chen, Junzhu Su, Qianru Lyu, Xinyi Li, Aileen Chai, Su Guo and Eng Eng Ng

Submitted for: The 27th Global Chinese Conference on Computers in Education (2023)

Abstract: Computer-supported collaboration is considered to be one effective strategy to improve students’ argumentation skills. The integration of an individual preparation (IP) activity before collaboration activity has been applied in collaboration script studies. Few studies examined the role of IP activity in argumentation skill improvement via online collaboration in face-to-face classrooms. In the context of computer-supported collaborative argumentation (CSCA) activities with a graph-based argumentation platform, this study explored the effects of IP on students’ collaborative argumentation-based learning in three conditions: 10-minute IP before collaboration condition (condition 1), 5-minute IP before collaboration condition (condition 2), and immediate collaboration condition without IP (control condition). Students (N= 39) from one class in one Singapore secondary school participated in three face-to-face computer-supported collaborative learning lessons. The results showed a higher quality of collaborative argumentation in the immediate collaboration condition than in the conditions with IP, which means that more time should be allocated to collaborative activities instead of IP in similar CSCA contexts. These findings contribute to the current understanding of the role of IP activity before collaboration on students’ collaboration process as well as outcomes.

The Effects of Individual Preparation on Students Collaborative Argumentation-based learning.pdf

Chen, W., Han, Y., Lyu, Q., Tan, J., Chai, A., Lyna, & Su, J. (2022). Deepening Students’ Understanding of Socio-Scientific Issues Through Graph-Oriented Computer Supported Collaborative Argumentation: An Exploratory Study. International Society of the Learning Sciences 2022.

Authors: Wenli Chen, Yiting Han, Qianru Lyu, Jesmine Tan, Aileen Chai, Lyna and Junzhu Su

Submitted for: ISLS Annual Meeting 2022

Abstract: Engaging students in the process of argumentation is a productive way to help them deeper the understanding of socio-scientific issues (SSI). This study examined the effect of computer supported collaborative argumentation (CSCA) on Secondary school students’ SSI learning and the behavioral patterns of students’ CSCA. 122 secondary school students participated in this study. They were randomly divided into 29 groups. Through statistical analysis and epistemic network analysis, results showed that CSCA was effective in supporting secondary school students’ evidence-based argumentation skills on socio-scientific issues. The implications of this study are discussed.

Deepening Students’ Understanding of Socio-Scientific Issues Through Graph-Oriented Computer-Supported Collaborative Argumentation.docx.pdf

Chen, W., & Looi, C. K. (2017). Measuring process and outcome of the scientific argumentation in a CSCL environment. Proceedings of the 25th International Conference on Computers in Education (pp. 139-145).

Authors: Wenli Chen and Chee Kit Looi

Submitted for: 25th International Conference on Computers in Education

Abstract: 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.

1. ICCE-2017-139 Chen, W., _ Looi, C. K. (2017). Measuring process and outcome.pdf

Chen, W., Lyu, Q., & Su, Jun. (2022). The Effect of Individual Ideation before Discussion on Computer Supported Collaborative Argumentation in a Primary Classroom. In Iyer, S. et al. (Ed.), Proceedings of the 30th International Conference on Computers in Education. KL, Malaysia: Asia-Pacific Society for Computers in Education(Best Paper Award)

Authors: Wenli CHEN, Qianru LYU, Junzhu SU

Submitted for: 30th International Conference on Computers in Education

Abstract: This study investigated the effect of an individual preparation activity before collaboration on students’ collaborative argumentation process and outcome. Conducted in a fifth-grade English class in a Singapore primary school, this study analyzed students’ computer supported collaborative argumentation behaviors in two conditions: immediate collaboration condition and individual ideation before discussion condition. The results from statistical analyses and lag sequential analyses show a higher quality of collaborative argumentation in the individual ideation before discussion condition than in immediate collaboration condition. The results from content analyses and process-oriented bubble diagram show that students generated new ideas more frequently in the immediate collaboration condition. They engaged in behaviors of reading and revising existing ideas more frequent in individual preparation before collaboration condition. The findings contribute to the current understanding of CSCL scripts in terms of individual preparation activity before collaboration on the following collaboration outcome as well as the process. The implications on how to design and implement collaboration scripts in authentic teaching and learning scenarios are discussed.

2. The Effect of Individual Ideation before Discussion on Computer Supported Collaborative Argumentation in a Primary Classroom.pdf

Chen, W., Pi, Z., & Tan, S. H. J. (2020). Improving pre-service teachers’ ICT-integrated lesson design through formative peer feedback. Proceedings of the 28th International Conference on Computers in Education 2020 (pp. 165-170).

Authors: Wenli Chen, Zhongling Pi, Jesmine S. H. Tan

Submitted for: International Conference on Computers in Education 2020

Abstract: Formative peer feedback plays a critical role in teachers’ collaborative lesson design, which enables teachers to reflect on and continuously revise their lesson design by receiving and providing concrete comments and suggestions on how to improve tit. Past research has yielded mixed results on the effect of formative peer feedback on learning, partially because these studies used different types of formative peer feedback with different levels of specificity of the information provided in the feedback. This study examines the relationship between the type of formative peer feedback, the specificity of information provided in the formative peer feedback, and the quality improvement of the ICT-integrated lesson design by a group of pre-service teachers’ in Singapore. The results show that the quality of ICT-integrated lesson design was significantly improved through the formative peer feedback. Furthermore, it is found that positive affective feedback and cognitive questioning feedback with specific explanation facilitated the improvement of the ICT-integrated lesson design whereas cognitive scaffolding feedback with specific explanation hindered the improvement of the ICT-integrated lesson design. The implications on how formative peer feedback affect pre-service teachers’ ICT-integrated lesson design are discussed.

Improving pre-service teachers’ ICT-integrated lesson design through formative peer feedback ICCE2020.pdf

Chen, W., Pi, Z., Chai, S. C. A., Tan, S. H. J., & Wang, X. (2020). What make students improve argumentation skills in online collaboration？ The effects of students’ motivation and preference for group work. Proceedings of the 24th Global Chinese Conference on Computers in Education 2020 (pp. 673-680). （Best Paper Award)

Authors: Wenli Chen, Zhongling Pi, Aileen Siew Cheng Chai, Jesmine Sio Hwee Tan, Xinghua Wang

Submitted for: 24th Global Chinese Conference on Computers in Education (GCCCE 2020)

Abstract: 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 post-test. The implications of the findings on the teaching practices of argumentation skills are discussed.

6. GCCCE-2020-673. Chen, W., Pi, Z., Chai, A. S. C., Tan, J. S. H., _ Wang, X. (2020). What make students improve.pdf

（Forthcoming）

Chen, W., Tan, S. H. J. (2019). Scaffolding computer-supported collaborative lesson design: A spiral model. Proceedings of the 27th International Conference on Computers in Education (pp.165 - 171).

Authors: Wenli Chen, Jesmine S. H. Tan

Submitted for: International Conference on Computers in Education 2019

Abstract: This paper presents a computer-supported collaborative lesson design approach supported by a spiral model of collaborative knowledge improvement (SMCKI) to develop pre-service teachers' competency in designing ICT-integrated lesson for the teaching and learning of Chinese language. The computer-supported collaborative lesson design approach served to deepen pre-service teachers' understanding of lesson design using the technology, pedagogy and content knowledge (TPACK) framework. Results showed that the SMCKI is effective in supporting pre-service teachers' collaborative lesson design. Commencing with an individual brainstorming phase, the SMCKI pedagogical model scaffolds the pre-service teachers through an intra-group synergizing phase, an inter-group critique phase and an intra-group refinement phase, to support the advancement of their collective and individual knowledge in the collaborative lesson design. The findings show that the employment of SMCKI on computer-supported collaborative lesson design was able to bring about a collaborative knowledge improvement to designing ICT-integrated lesson in the teacher preparatory course.

Scaffolding CSCLD-A Spiral model_ICCE2019.pdf

Chen, W., Zhang, S., Wen, Y., Looi, C.K., Yeo, J. (2019). A Spiral Model of Collaborative Knowledge Improvement to Support Collaborative Argumentation for Science Learning: Technological and Pedagogical Design. Proceedings of the 13th International Conference on Computer Supported Collaborative Learning (pp. 240-247). (Nominated for Best Design Award)

Authors: Wenli Chen, Si Zhang, Yun Wen, Chee-Kit Looi, and Jennifer Yeo

Submitted for: 13th International Conference on Computer Supported Collaborative Learning (CSCL)

Abstract: 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.

3. A Spiral Model of Collaborative Knowledge Improvement to Support Collaborative Argumentation for Science Learning.pdf

Chen, W., Zhang, S., Wen, Y., & Looi, C.K. (2019). A Study of Students’ Collaborative Learning in Science Classroom Based on AppleTree. Proceedings of the 23rd Global Chinese Conference on Computers in Education (pp. 20-24).

Authors: Wenli Chen, Si Zhang, Yun Wen, and Chee Kit Looi

Submitted for: 23rd Global Chinese Conference on Computers in Education (GCCCE2019)

Abstract: 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 collaboration 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' behaviours and perceptions were conducted to identify and explain how students appropriated the collaboration script. Initial exploration of the factors that influence students’ appropriation suggests that students’ different levels of content mastery, classroom culture and time allocated for classroom participation have contributing influences on the extent of appropriation for effective collaborative learning.

2. A Study of Students’ Collaborative Learning in Science Classroom Based on AppleTree.pdf

Cheng, J. Y., Lung, H. W., Chen, W., & Po, J., (2020). Asia Learning Analysis (LA) and the Development Trend of Artificial Intelligence (AI) Education. Global Chinese Conference on Computers in Education 2020.

Authors: Cheng Jiu Yin, Lung Hsiang Wong, Wenli Chen, Po Jiang

Submitted for: 24th Global Chinese Conference on Computers in Education (GCCCE 2020)

Abstract: With the rise of education big data in the past 10 years, Learning Analytics (LA) has become a new topic in the field of education technology. Focusing on learning analysis and artificial intelligence (AI) education, this paper focuses on the collection, processing, learning analysis, evaluation of big data and the application and development of artificial intelligence education system from three aspects: the key steps of data mining and analysis, the core way of knowledge discovery and transformation, and the cutting-edge attention and development trends. With the help of research cases, Thus, we have a clear understanding of the main purpose, function and method of learning analysis, the important research trend of data mining and analysis, and the artificial intelligence education.

5. The Trend of Learning analytics in Asia.pdf

（Forthcoming）

Lim, Y. Q. A., Chen, W., Lyu., Q., Tan, J., Chai, A., & Kwan, L. (2022, June). The Impact of Individual Preparation before Collaboration: An Exploratory Study to Support Collaborative Learning in Primary 5 English Language Classroom. Paper presented at Redesigning Pedagogy International Conference, Singapore

（Forthcoming）

Marion, W., Lim, Y. Q. A., Chen, W., Lyu., Q., Tan, J., Chai, A. (2022, June). Computer-supported Collaborative Argumentation in Primary 5 English Language Classrooms: An Innovative Pedagogy to Support Collaborative Knowledge Improvement. Paper presented at Redesigning Pedagogy International Conference, Singapore.

（Forthcoming）

Soh., K., Soh, S., Chai, A., Chen, W., Kwan, L., & Tan, S.H.J. (2022, June). Computer-Supported Collaborative Argumentation (CSCA) for English Language Teaching and Learning: A Design-Based Research. Paper presented at Redesigning Pedagogy International Conference, Singapore.

Tan, S.H.J., Chen, W., & Pi, Z. (2020). Scripting peer-rating for collaborative knowledge improvement - A study on pre-service teachers’ collaborative lesson design. Proceedings of the 24th Global Chinese Conference on Computers in Education 2020 (pp. 720-724).

Authors: Jesmine S. H. Tan, Wenli Chen, Zhongling Pi,

Submitted for: 24th Global Chinese Conference on Computers in Education (GCCCE 2020)

Abstract: This paper examines the effect of a scripted peer-rating procedure for collaborative knowledge improvement in a computer-supported collaborative learning (CSCL) environment. The context of the study was in pre-service teacher education. Participants underwent two rounds of computer-supported collaborative lesson design (CSCLD) guided by the five-phase Spiral Model of Collaborative Knowledge Improvement (SMCKI) script. The intergroup peer-rating phase (phase 3 of SMCKI) provided opportunities for participants to view and critique lesson ideas of other design groups. To ensure the quality of peer-rating, the rating procedure was micro-scripted so that the issues of social loafing, the bias in opinion, and avoiding criticism in the attempts to maintain harmony in the Asian culture norm can be averted. The findings show that the micro-scripted intergroup peer-rating bring forth quality feedback. Results also reveal that the feedback helped develop the pre-service teachers' TPACK competencies in Technology-Enhanced Learning (TEL) design, indicating that micro-scripted peer-rating was effective in supporting collaborative knowledge improvement.

Scripting peer-rating for collaborative knowledge improvement GCCCE2020.pdf

Zhang, S., Chen, W., Wen, Y., Looi, C.K., Chai, S.C.A., Ang, J.L. (2019). Collaboration Script Appropriation in a Science Class. Proceedings of the 13th International Conference on Computer Supported Collaborative Learning (pp. 561-564).

Authors: Si Zhang, Wenli Chen, Yun Wen, Chee Kit Looi, Aileen Chai, and Joo Liak Ang

Submitted for: 13th International Conference on Computer Supported Collaborative Learning (CSCL)

Abstract: 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' behaviours and perceptions were conducted to identify and explain how students appropriated the collaboration script.

4. Collaboration Script Appropriation in a Science Class.pdf

Keynote Addresses:

Chen, W. (2021, December). Learning analytics for learning design. Keynote Address, eLearning International Conference & Open Education Forum 2021, Taichung, Taiwan.

Chen, W. (2020, August). Scaffolding and assessing computer-supported collaborative argumentation. Keynote Address, UNESCO International Forum for ICT in Higher Education, Shenzhen, China.

Chen, W. (2019, March). Advancing Collaborative Knowledge Improvement through ICT. Keynote Address, MOE CPDD iMTL Portal NLC Professional Sharing, Singapore.

Chen, W. (2018, October). Knowledge Co-Creation and collaboration. Keynote Address, 2ndUniversity of Riau International Conference on Educational Sciences, Pekanbaru, Indonesia.

Chen, W. (2015, September). Preparing for Future Learning Through Idea Generation and Collaboration. Keynote Address, International Conference on Education & e-Learning, Bangkok, Thailand.

Professional Articles:

Chen, W. (2021, September). Technology integration during collaborative argumentation. SingTeach, 78, 2-3. https://singteach.nie.edu.sg/2021/10/01/issue78-technology-integration-during-collaborative-argumentation/

Technology Integration During Collaborative Argumentation | SingTeach | Education Research for Teachers | Research within Reach.pdf

Chen, W. (2021). Computer-Supported Collaborative Argumentation with Automated Assessment for Science Learning. (21-012). NIE Research Brief Series. Singapore. https://repository.nie.edu.sg/handle/10497/23188

Computer-Supported Collaborative Argumentation with Automated Assessment for Science Learning.pdf

Chen, W. (2021, July). Computer-supported collaborative argumentation in Singapore classrooms OER Knowledge Bites, 15, 15-16. https://repository.nie.edu.sg/bitstream/10497/23478/1/OER%20KB-15-15.pdf

Computer-supported collaborative argumentation in Singapore classrooms.pdf

Tan, S.H. J., & Chen, W. (2020, August). Scripting collaborative learning with the spiral model of collaborative knowledge improvement. Learning@NIE, 2, 10-11. https://repository.nie.edu.sg/bitstream/10497/23320/1/LearningAtNIE-4-10.pdf

Scripting collaborative learning with the Spiral Model of Collaborative Knowledge Improvement (SMCKI).pdf

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