Helen Hong

An Analytic Frame and Multi-method Approach to Measure Teamwork Competency

Teamwork is gaining importance as a competency for the 21st century learner. Yet, it is a difficult multi-dimensional concept to measure. Past research has adopted various models and methods to measure it. This exploratory study develops an analytic frame for teamwork competency. It comprises six dimensions and includes both the cognitive and affective aspects of teamwork. A multi-method approach is proposed to measure the dimensions using manual and semi-automated text analysis, event log analysis as well as survey methodology. Its advantages include fairness and efficiency. This measurement approach is based on a collaborative learning setting with 3-4 member teams collaborating using synchronous chat. This allows the measurement of teamwork in naturalistic student group settings. Also, this approach intends to be transportable which facilitates adoption in various subjects.

Text mining approach to automate teamwork assessment in group chats

The increasing use of chat tools for learning and collaboration emphasizes the need for automating assessment. We propose a text mining approach to automate teamwork assessment in chat data. This supervised training approach can be extended to other domains for efficient assessment.

Correlates of Science Achievement in Singapore: A Multilevel Exploration

Singapore has been participating in large-scale international student assessments for the last two decades, and the performance of students in Singapore on the various cycles of international student assessments was outstanding. However, there is sparse research on the factors contributing to Singapore students’ sterling performance. The authors, therefore, drawing on data from the fourth cycle of Program for International Student Assessment (PISA) and employing two-level hierarchical linear modeling (HLM), examined the student and school correlates of science achievement among 15-year-olds in Singapore. At the student level, student background characteristics and student perceptions of school climate were generally associated with science achievement. At the school level, school size and school socioeconomic status were solely linked to science achievement. The final HLM model indicated that the school-level factors accounted for 78 % of the variance in science achievement. However, the student-level factors accounted for only 12 % of the variance in science achievement. Implications of the findings are discussed for educational policy and practice.

Learner Adaptivity: An Initial Conceptualisation

In an ever-changing world of the twenty-first century, learners need to be able to adapt. Adaptivity cuts across knowledge in various domains; it is a life skill as well as an attitude towards learning, work and life in general from childhood to adulthood. This chapter explores the various facets of adaptivity by examining it with an etymology and concept map. The importance of learner adaptivity is discussed through the various frameworks and review of literature from two main bodies of work: formal education and work, including concepts such as cognitive flexibility, adaptive expertise, career adapt-abilities framework, and the individual adaptivity theory. While there are differences in the two bodies of work, five commonalities can be drawn. Our conceptualisation follows a dispositional approach of learner adaptability which focuses on learner adaptivity as an individual construct. An attitudes, skills, and knowledge framework of learner adaptivity is developed based on the review.

Formatively Assessing Teamwork in Technology-Enabled Twenty-First Century Classrooms: Exploratory Findings of a Teamwork Awareness Programme in Singapore.

Abstract Teamwork, one of the core competencies for the twenty-first century learner, is a critical skill for work and learning. However, assessing teamwork is complex, in particular, developing a measure of teamwork that is domain-generic and applicable across a wide range of learners. This paper documents one such study that leverages technology to help provide a formative assessment of teamwork. It focuses on the self and peer ratings of a teamwork measure and a pedagogical method, which was trialled as a teamwork awareness programme in a mainstream Secondary School in Singapore. This teamwork awareness programme was incorporated into the school’s Interdisciplinary Project Work curriculum. Findings of students’ experiences of the programme are described. The teamwork competency dimension of “team emotional support” was rated highest amongst students. Also, students’ report gains in teamwork awareness, mixed engagement in reflective practices, and on the real-world relevancy of the programme. Discussions and implications of the findings follow.

Exploring Parental Involvement in Smartphone-Enabled Learning

Parents are their children’s first teachers and continue to influence their children’s attitudes toward learning throughout their schooling years. Compared to their children, parents of this generation are only introduced to the smartphones when they are older and more responsible. Now that these smartphones are placed in the hands of their children 24/7, who can use it at home and in school, the question that begs to be answered would be the parental attitudes toward smartphone-enabled learning. In this chapter, we seek to explore parents’ perceptions of their involvement in their children’s use of this disruptive technology. An exploratory study was conducted, by means of a survey, on parents of children from the Primary 3 level. The importance of parental involvement in their children’s learning with smartphones in the midst of mobile technological advancements and heightened connectivity in urban Singapore will be discussed.