Search results for author:"Carol K. K. Chan"
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Evaluation & Research in Education Vol. 21, No. 3 (2008) pp. 235–251
This study examines the Chinese learner in the current changing education contexts with their emphasis on 21st century learning goals of inquiry, teamwork, and learning how to learn. With socioeconomic and technological changes, internationalisation ...
Instructional Science: An International Journal of the Learning Sciences Vol. 29, No. 6 (2001) pp. 443–79
This study investigated the effects of peer collaboration and discourse patterns on conceptual change in the context of high school students learning from incompatible scientific information. Findings suggest that peer effects may vary depending on...
Bridging Research and Practice: Implementing and Sustaining Knowledge Building in Hong Kong Classrooms
International Journal of Computer-Supported Collaborative Learning Vol. 6, No. 2 (June 2011) pp. 147–186
Despite major theoretical progress in computer-supported collaborative learning (CSCL), relatively less attention has been paid to the problem of how research advances may impact schools and classrooms. Given the global changes and educational...
Metacognition and Learning Vol. 7, No. 1 (April 2012) pp. 63–73
This discussion paper for this special issue examines co-regulation of learning in computer-supported collaborative learning (CSCL) environments extending research on self-regulated learning in computer-based environments. The discussion employs a...
Promoting Elementary Students' Epistemology of Science through Computer-Supported Knowledge-Building Discourse and Epistemic Reflection
International Journal of Science Education Vol. 40, No. 6 (2018) pp. 668–687
This study examined the role of computer-supported knowledge-building discourse and epistemic reflection in promoting elementary-school students' scientific epistemology and science learning. The participants were 39 Grade 5 students who were...
Teacher Development through Computer-Supported Knowledge Building: Experience from Hong Kong and Canadian Teachers
Teaching Education Vol. 17, No. 1 (March 2006) pp. 7–26
In Hong Kong and Canada, indeed globally, slogans about learning to learn and teaching for 21st-century knowledge and skills are common. However, there are few examples of how teacher education courses or programs are responding to these new demands....
Journal of the Learning Sciences Vol. 16, No. 2 (2007) pp. 175–220
Despite emphasis and progress in developing collaborative inquiry in computer-supported collaborative learning research, little attention has been given to examining how collective learning can be assessed in computer-supported collaborative...
International Journal of Computer-Supported Collaborative Learning Vol. 9, No. 1 (March 2014) pp. 63–95
The purpose of this study was to design and examine a computer-supported knowledge-building environment and to investigate both collective knowledge-building dynamics and individual learning in the context of a tertiary education course in mainland...
Teaching Education Vol. 17, No. 1 (March 2006) pp. 75–90
With the advent of the knowledge era, teacher education needs to prepare teachers to face the changing technological contexts and to model pedagogies and tools for better forms of learning. Despite much enthusiasm about the roles of technology in...
International Journal of Computer-Supported Collaborative Learning Vol. 1, No. 2 (June 2006) pp. 277–307
We describe the design of a knowledge-building environment and examine the role of knowledge-building portfolios in characterizing and scaffolding collaborative inquiry. Our goal is to examine collaborative knowledge building in the context of...
International Journal of Computer-Supported Collaborative Learning Vol. 11, No. 3 (2016) pp. 281–311
This study investigated whether and how students with low prior achievement can carry out and benefit from reflective assessment supported by the Knowledge Connections Analyzer (KCA) to collaboratively improve their knowledge-building discourse....