In a massive open online courses (MOOCs) learning environment, it is essential to understand students' social knowledge constructs and critical thinking for instructors to design intervention strategies. The development of social knowledge constructs and critical thinking can be represented by cognitive presence, which is a primary component of…

Background: Feedback is central to formative assessments but aligns with a one-way information transmission perspective obstructing students' effective engagement with feedback. Previous research has shown that a responsive, dialogic feedback process that requires educators and students to engage in ongoing conversations can encourage student…

Background: Sustaining productive student-student dialogue in online collaborative inquiry learning is challenging, and teacher support is limited when needed in multiple groups simultaneously. Collaborative conversational agents (CCAs) have been used in the past to support student dialogue. Yet, research is needed to reveal the characteristics…

To construct dialogue-based Intelligent Tutoring Systems (ITS) with sufficient pedagogical expertise, a trendy research method is to mine large-scale data collected by existing dialogue-based ITS or generated between human tutors and students to discover effective tutoring strategies. However, most of the existing research has mainly focused on…

Although dialogue can augment the impact of feedback on student learning, dialogic feedback is unaffordable by instructors teaching large classes. In this regard, peer feedback can offer a scalable and effective solution. However, the existing practices optimistically rely on students' discussion about feedback and lack a systematic design…

The recent popularity of computational thinking (CT) and the desire to apply CT in our daily lives have prompted the need for a successful pedagogical technique for learning CT in K-12 education. The application of co-design pedagogical techniques has the potential to improve students' CT learning through knowledge sharing and the creation of…

Transactive discussion during collaborative learning is crucial for building on each other's reasoning and developing problem solving strategies. In a tabletop collaborative learning activity, student actions on the interface can drive their thinking and be used to ground discussions, thus affecting their problem-solving performance and learning.…

In the second edition of "Data-Driven Dialogue: A Facilitator's Guide to Collaborative Inquiry," authors Bruce Wellman and Laura Lipton provide strategies that transform school culture through data-driven inquiry. By applying a three-phase model and a host of process tools to facilitate collaborative data analysis, K-12 school and…

The global expansion of online language courses is on the rise, offering greater flexibility in the approaches to learning design. This study delves into the exploration of the fundamental learning design patterns within a K-12 synchronous language course. Leveraging a rich array of textual data, including syllabi, textbooks, course outlines,…

Speaking in a foreign language is considered challenging to both teach and learn. Virtual humans (VHs), as conversational agents (CAs), provide opportunities to practise speaking skills. Lower secondary school students (N = 25) engaged in an AI-based spoken dialogue system (SDS) and interacted verbally with VHs in simulated everyday-life scenarios…

Although technological advances have brought about new opportunities for scaling feedback to students, there remain challenges in how such feedback is presented and interpreted. There is a need to better understand how students make sense of such feedback to adapt self-regulated learning processes. This study examined students' sense-making of…