Publications

2016

  • Fu, E. L. F., van Aalst, J., & Chan, C. K. K. (2016). Toward a classification of discourse patterns in asynchronous online discussions. Int. J. CSCL, 11, 441-478. Get it!
  • Yang, Y., van Aalst, J., Chan, C. K. K., & Wen, T. (2016). Reflective assessment in knowledge building by students with low academic achievement. Int. J. CSCL, 11, 281-311. Get it!
  • Ma, G., van Aalst, J., & Chan, C. K. K. (2016).  Are the data sufficient for evaluating a claim: Students’ reasoning about data. Poster presented at Annual Meeting of the American Educational Research Association, Washington, DC., April 8-12, 2016.
  • McKenney, S., van Aalst, J., & Forbes, C. (2016). Realizing research-practice connections: Three cases from the learning sciences. In C. K. Looi et al. (Eds.), Transforming learners, empowering learners. Proceedings of ICLS 2016 (pp. 639-646). ISLS: Singapore.
  • Yang, Y., van Aalst, J., & Chan, C. K. K. (2016). Fostering collective learning through knowledge building among low-achieving students. In C. K. Looi et al (Eds.), Transforming learners, empowering learners. Proceedings of ICLS 2016 (pp. 819-822). ISLS: Singapore.
  • Yang, Y., van Aalst, J., Chan, C. K. K., Wen, T. (in press). Reflective assessment in knowledge building among by students with low achievement. International Journal of Computer-Supported Collaborative Learning.
  • Lee, B. F., Chan, C. K. K., & van Aalst, J. (2016). Knowledge building for students with low academic achievement. In C. K. Looi et al (Eds.), Transforming learners, empowering learners. Proceedings of ICLS 2016 (pp. 1322-1325) [Practitioner Track]. ISLS: Singapore.
  • Van Aalst, J., Mu., J., & Yang Y. (2016). Formative assessment of computer-supported collaborative learning and knowledge building. In P. Reimann et al. (Eds.), Measuring and visualising learning in the information-rich classroom (pp. 154-166). New York: Routledge.

2015

  • Lin, F., Chan, & C. K. K. (2015). Scaffolding scientific epistemologies through scientific through knowledge-building discourse and epistemic reflection. Proc. CSCL 2015, Gothenburg, Sweden, 475-482.
  • Yang, Y., & van Aalst, J. (2015). Assessment and collaborative inquiry: A review of assessment-based interventions in technology-enhanced K-14 education. Proc. CSCL 2015, Gothenburg, Sweden, 190-197.
  • Siqin, T., van Aalst, J., & Chu, S. K. W. (2015). Fixed-group and opportunistic collaboration in a CSCL environment. Int. J. CSCL, 10, 161-181.
  • Yang, Y., van Aalst, J., Wen, T., & Chan, C. K. K. (2015). Exploring self-directed assessment among low-achieving students. Paper presented at AERA, Chicago, IL.

2014

  • Lin, F., Chan, C. K. K., & van Aalst, J. (2014). Promoting 5th Graders’ Views of Science and Scientific Inquiry in an Epistemic-Enriched Knowledge-Building EnvironmentIn J. J. Polman et al. (Eds.) Proc. 11th Int. Conf. Learning Sciences (pp. 126-133).  Boulder, CO: ISLS.
  • Ma, G., & van Aalst, J. (2014). Facilitating design research by mapping design research trajectories. In J. J. Polman et al. (Eds.) Proc. 11th Int. Conf. Learning Sciences (pp. 76-85).  Boulder, CO: ISLS.
  • Msonde, S., & van Aalst, J. (2014). Instructor and student experiences of e-learning at a Tanzanian university. African Journal of Educational Technology, 1 (2), 11-22. Get it!
  • Mu., J., van Aalst, J., Chan, C. K. K., & Fu, L. F. (2014). Automatic coding of questioning patterns in knowledge building discourse. In J. J. Polman et al. (Eds.) Proc. 11th Int. Conf. Learning Sciences (pp. 333-340).  Boulder, CO: ISLS.
  • Watkins, D. A., & van Aalst, J. (2014). Comparing ways of learning. In M. Bray et al. (Eds.), Comparative education research: Approaches and methods (2nd ed.) (pp. 365-385). Hong Kong and New York: CERC and Springer. Get it!
  • Zhao, K., & Chan, C. K. K. (2014). Fostering collective and individual learning through knowledge building. Int. J. CSCL, 9, 63-95.
At ICLS14, Boulder, Colorado, June 23-27 2014.

ICLS14, Boulder, CO.

 

 

 

 

 

 

 

2013

  • Chan, C. K. K. (2013). Collaborative knowledge building: Toward a knowledge creation perspective. In C. E. Hmelo-Silver et al. (Eds.), International handbook of collaborative learning (pp. 437-461). New York: Routledge.
  • Fu, E. L. F., van Aalst, J., & Chan, C. K. K. (2013). Toward a qualitative approach to examining idea improvement in knowledge-building discourse. In S. Puntambekar et al. (Eds.), Poc. 10th Int. Conf. CSCL (pp. 30-33). Madison, WI: ISLS.
  • Lei, C., Chan, C. K. K., & van Aalst, J. (2013). Designing environments for knowledge-building: Inquiry discourse of Chinese tertiary classes. In S. Puntambekar et al. (Eds.), Poc. 10th Int. Conf. CSCL (pp. 69-72). Madison, WI: ISLS.
  • Shi, D., Ma, G., & Lam, M. S. (Eds.) (2013). Research Studies in Education, 11.
  • Siqin, T., van Aalst, J., Chu, S. K. W. (2013). Examining dynamics of implementing flexible group discourse in a principled-based environment. In S. Puntambekar et al. (Eds.), Poc. 10th Int. Conf. CSCL (pp. 453-460). Madison, WI: ISLS.
  • Van Aalst, J. (2013). Assessment in collaborative learning. In C. E. Hmelo-Silver et al. (Eds.), International handbook of collaborative learning (pp. 280-296). New York: Routledge.
cscl2013

Group members and Bodong Chen, at CSCL 2013, Madison, WI.

 

 

 

 

 

 

2012

  • Halatchliyski, I., Oberst, A., … & van Aalst, J. (2012). Unraveling idea development in discourse trajectories. In J. van Aalst et al. (Eds.), Proc. 10th Int. Conf. Learning Sciences (pp. 162-166). Sydney, Australia: ISLS.
  • Krauskopf, K., Bertram, J., … & van Aalst, J. (2012). Memetic processes as a conceptual framework for idea improvement in knowledge building. In J. van Aalst et al. (Eds.), Proc. 10th Int. Conf. Learning Sciences (pp. 157-161). Sydney, Australia: ISLS. Get it!
  • van Aalst, J. (2012). Knowledge building: Rationale, examples, design, and assessment. Computers in New Zealand Schools, 24(3). Get it!
  • van Aalst, J. (2012). Commentary: Combining content analysis and social network analysis. Interdisciplinary Journal of Technology, Culture, and Education, 7 (2), 84-94. Get it!
  • van Aalst, J. (2012). Knowledge building and conceptual change: An epistemological resources perspective. In C. B. Lee & D. Jonassen (Eds.), Fostering conceptual change with technology: Asian perspectives (pp. 173-198). Singapore: Cengage Learning. Get text! Landscape figures
  • van Aalst, J., & Chan, C. K K. (2012). Empowering students as knowledge builders. In L. Rowan & C. Bigum (Eds.), Transformative approaches to new technologies and student diversity in futures oriented classrooms: Future proofing education (pp. 85-103). Dordrecht, the Netherlands: Springer Science + Business Media. Get it!
  • van Aalst, Chan, C. K. K., … & Wan, W. S. (2012). The knowledge connections analyser. In J. van Aalst et al. (Eds.), Proc. 10th Int. Conf. Learning Sciences (pp. 361-365). Sydney, Australia: ISLS. Get it!

Dissertations

  • Siqin, T. (2014). Characterising and assessing collective responsibility in computer-supported collaborative inquiry environments. Ph. D. dissertation, The University of Hong Kong.
  • Fu, L. F. (2014). Characterising the discourse of collaborative knowledge building. Ph. D. dissertation, The University of Hong Kong.
  • Lei, C. (2014). Fostering collaborative knowledge building through reflective assessment among Chinese tertiary students. Ph. D. dissertation, The University of Hong Kong.
  • Tong, T. (2014). Exploring the flipped classroom in a Hong Kong secondary school. M. Ed. dissertation, University of Hong Kong.
  • Msonde, S. E. (2013). Enhancing student learning using Web. 2.0 technologies at a Tanzanian university. Ph. D. dissertation, The University of Hong Kong.
  • Lam, C. K. (2012). Fostering conceptual change and epistemic change in chemistry through collaborative knowledge inquiry. Ph. D. dissertation, The University of Hong Kong.
  • Wong, K. H. (2012). Implementation of problem-based learning in junior secondary science curriculum. Ph. D. dissertation, The University of Hong Kong.