Seng Chee Tan
Biographic Data
| ID | 6299660 |
|---|---|
| NAME | Seng Chee Tan |
| GIVEN NAMES | Seng Chee |
| FAMILY NAME | Tan |
| SIGNATURE | TAN S C |
| AFFILIATIONS | Nanyang Technological University |
| ORCID | 0000-0002-8406-0144 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 19 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Navigating AI Integration Into Higher Education
Despite growing interest in AI in higher education, little is known about how early-career university teachers perceive and engage with it. This study addresses this gap by examining their perspectives and readiness to integrate AI into academic work. Fifty-seven teachers with less than one year of experience participated in semi-structured interviews and were classified into four readiness groups: Ready, Preparing, Not Ready, and Neutral/Indiffe…
Teachers' professional agency in learning with AI
This study investigated using generative artificial intelligence (GAI) as a learning companion for elementary school teachers to understand, design and implement the knowledge building (KB) approach in their school. The KB learning companion for teachers (KB LCT), a GAI chatbot, was developed to support teachers, integrating human–AI and human–human interactions. The cultural‐historical activity theory (CHAT) was used as a methodological lens to …
A pragmatic study of teacher dialogues with a large language model-based AI chatbot
This study investigated how teachers interacted with a Large Language Model (LLM)-based chatbot and the pragmatic strategies they employed during these interactions. Three elementary school teachers used the chatbot to learn a pedagogy called knowledge building and to co-design knowledge building lessons. The chatbot's functional responses were shaped by several factors, including its pretraining, the system prompts provided by the researcher, an…
Exploring emotional dynamics between productive and improvable knowledge-building discourses
Designing and evaluating a mobile peer tutoring application
This study focuses on university students’ experience of peer tutoring supported by a mobile application called MENTOR (Mobile Education Networked Tutoring On Request) that was developed by the research team. The development of the mobile application was underpinned by theories related to self-directed learning, self-regulated learning, students’ help-seeking behaviors, as well as Vygotsky’s social-cultural learning theory. Using cultural-histori…
Preparing for AI-enhanced education
What matters in AI-supported learning
Conception d'apprentissage pour la co-agence enseignant-élève dans les espaces hybrides
Cet article est une réflexion sur la conception d'apprentissage hybride axée sur la co-agence entre enseignants et étudiants. La question de recherche est la suivante : comment la conception de l'apprentissage avec la technologie pourrait-elle tirer parti de l'hybridité de l'environnement d'apprentissage et de la co-agence des enseignants et des étudiants pour l'apprentissage post-pandémique ? Pour répondre à cette question, nous examinons les pu…
How university students negotiate cognitive-social interactions and leverage cognitive tools for mobile peer tutoring
This paper reports a case study of 20 university peer tutor-tutee dyads which engaged in online synchronous peer tutoring using MENTOR, a mobile application developed to support peer tutoring. Despite years of research, peer tutoring still attracts significant attention and an emerging area of research is online peer tutoring. This study aimed to contribute to research on mobile peer tutoring, which is still in its infancy stage. Underpinned by V…
Emotions and lifelong learning
Research in disparate fields of education, psychology and neuroscience suggests that emotions play a central role in learning. We critically examine research at the intersection of emotions, adult learning and neuroscience. First, we review studies in the IJLE related to emotions and adult learning. In particular, we focus on the impact of an IJLE publication that argued using neuroscience research for the important role of emotions in transforma…
Knowledge building
Technostress in university students’ technology-enhanced learning
Measuring university students’ technostress in technology-enhanced learning
With technology-enhanced learning playing an increasingly important role in higher education, university students are enjoying unprecedented benefits while likely experiencing technostress due to increased requirements and different academic expectations of technology-enhanced learning. This study aimed to develop a psychometric scale to measure university students’ levels of technostress in technology-enhanced learning. An initial technostress s…
Learning with computers
Using computers as cognitive tools or mindtools has created impact in education since their introduction in the 1990s. One main characteristic is the notion of learning with computers as intellectual partners: engaging learners in higher level thinking while taking away the lower level cognitive load such as computing and digital storage. In recent years, the element of social interactions has been integrated, leading to the development of social…
Teacher learning in Lesson Study
Learning to be a science teacher
This paper examines pre-service teachers' reflection on teaching after participating in an online course using videos of micro-skills coupled with self reflection and group blogs. Data sources included 137 online blog entries collected from 26 participants as well as semi-structured interviews with the participants at the end of the course. Larrivee's (2008) four levels of reflection (pre, surface, pedagogical and critical) were used to code the …
Self reflection and preservice teachers' technological pedagogical knowledge
The purpose of this paper is to present the qualitative findings relating to fourteen preservice teachers' development and translation of their technological pedagogical knowledge (TPK) into their classroom practices throughout the first year of their teacher preparation program. It was found that all fourteen participants demonstrated a gain in both technological and pedagogical knowledge, and registered positive changes both in their pedagogica…
Walk the talk
This paper traces the evolution of the design framework for the use of technology in a teacher education program in a Singaporean university. This course focuses on developing student teachers' capacity for the use of ICT in teaching and learning. We report our two-level reflection: one that focuses on the trajectory of the course design, and one that reflects on the university faculty's pedagogical practices when conducting this course. The goal…
A metacognitive approach to enhancing Chinese language speaking skills with audioblogs
Situated in the field of computer assisted language learning (CALL), this article reports an instrumental case study on the use of audioblogs for developing students' Chinese speaking skills. The intervention focused on scaffolding students in metacognitive reflection of their oral performances. The case focused on seven students who completed substantial part of the activities, and the main sources of data came from the oral recordings and inter…
A metacognitive approach to enhancing Chinese language speaking skills with audioblogs
Situated in the field of computer assisted language learning (CALL), this article reports an instrumental case study on the use of audioblogs for developing students' Chinese speaking skills. The intervention focused on scaffolding students in metacognitive reflection of their oral performances. The case focused on seven students who completed substantial part of the activities, and the main sources of data came from the oral recordings and inter…
Learning to be a science teacher
This paper examines pre-service teachers' reflection on teaching after participating in an online course using videos of micro-skills coupled with self reflection and group blogs. Data sources included 137 online blog entries collected from 26 participants as well as semi-structured interviews with the participants at the end of the course. Larrivee's (2008) four levels of reflection (pre, surface, pedagogical and critical) were used to code the …
Self reflection and preservice teachers' technological pedagogical knowledge
The purpose of this paper is to present the qualitative findings relating to fourteen preservice teachers' development and translation of their technological pedagogical knowledge (TPK) into their classroom practices throughout the first year of their teacher preparation program. It was found that all fourteen participants demonstrated a gain in both technological and pedagogical knowledge, and registered positive changes both in their pedagogica…
Walk the talk
This paper traces the evolution of the design framework for the use of technology in a teacher education program in a Singaporean university. This course focuses on developing student teachers' capacity for the use of ICT in teaching and learning. We report our two-level reflection: one that focuses on the trajectory of the course design, and one that reflects on the university faculty's pedagogical practices when conducting this course. The goal…
Learning with computers
Using computers as cognitive tools or mindtools has created impact in education since their introduction in the 1990s. One main characteristic is the notion of learning with computers as intellectual partners: engaging learners in higher level thinking while taking away the lower level cognitive load such as computing and digital storage. In recent years, the element of social interactions has been integrated, leading to the development of social…
Teacher learning in Lesson Study
Technostress in university students’ technology-enhanced learning
Measuring university students’ technostress in technology-enhanced learning
With technology-enhanced learning playing an increasingly important role in higher education, university students are enjoying unprecedented benefits while likely experiencing technostress due to increased requirements and different academic expectations of technology-enhanced learning. This study aimed to develop a psychometric scale to measure university students’ levels of technostress in technology-enhanced learning. An initial technostress s…
Knowledge building
How university students negotiate cognitive-social interactions and leverage cognitive tools for mobile peer tutoring
This paper reports a case study of 20 university peer tutor-tutee dyads which engaged in online synchronous peer tutoring using MENTOR, a mobile application developed to support peer tutoring. Despite years of research, peer tutoring still attracts significant attention and an emerging area of research is online peer tutoring. This study aimed to contribute to research on mobile peer tutoring, which is still in its infancy stage. Underpinned by V…
Emotions and lifelong learning
Research in disparate fields of education, psychology and neuroscience suggests that emotions play a central role in learning. We critically examine research at the intersection of emotions, adult learning and neuroscience. First, we review studies in the IJLE related to emotions and adult learning. In particular, we focus on the impact of an IJLE publication that argued using neuroscience research for the important role of emotions in transforma…
Designing and evaluating a mobile peer tutoring application
This study focuses on university students’ experience of peer tutoring supported by a mobile application called MENTOR (Mobile Education Networked Tutoring On Request) that was developed by the research team. The development of the mobile application was underpinned by theories related to self-directed learning, self-regulated learning, students’ help-seeking behaviors, as well as Vygotsky’s social-cultural learning theory. Using cultural-histori…
Preparing for AI-enhanced education
What matters in AI-supported learning
Conception d'apprentissage pour la co-agence enseignant-élève dans les espaces hybrides
Cet article est une réflexion sur la conception d'apprentissage hybride axée sur la co-agence entre enseignants et étudiants. La question de recherche est la suivante : comment la conception de l'apprentissage avec la technologie pourrait-elle tirer parti de l'hybridité de l'environnement d'apprentissage et de la co-agence des enseignants et des étudiants pour l'apprentissage post-pandémique ? Pour répondre à cette question, nous examinons les pu…
Exploring emotional dynamics between productive and improvable knowledge-building discourses
Navigating AI Integration Into Higher Education
Despite growing interest in AI in higher education, little is known about how early-career university teachers perceive and engage with it. This study addresses this gap by examining their perspectives and readiness to integrate AI into academic work. Fifty-seven teachers with less than one year of experience participated in semi-structured interviews and were classified into four readiness groups: Ready, Preparing, Not Ready, and Neutral/Indiffe…
Teachers' professional agency in learning with AI
This study investigated using generative artificial intelligence (GAI) as a learning companion for elementary school teachers to understand, design and implement the knowledge building (KB) approach in their school. The KB learning companion for teachers (KB LCT), a GAI chatbot, was developed to support teachers, integrating human–AI and human–human interactions. The cultural‐historical activity theory (CHAT) was used as a methodological lens to …
A pragmatic study of teacher dialogues with a large language model-based AI chatbot
This study investigated how teachers interacted with a Large Language Model (LLM)-based chatbot and the pragmatic strategies they employed during these interactions. Three elementary school teachers used the chatbot to learn a pedagogy called knowledge building and to co-design knowledge building lessons. The chatbot's functional responses were shaped by several factors, including its pretraining, the system prompts provided by the researcher, an…
Psychology (14 works) · Mathematics education (12 works) · Computer Science (11 works) · Innovative Teaching and Learning Methods (9 works) · Pedagogy (8 works) · Cognition (5 works) · Online Learning and Analytics (5 works) · Sociology (5 works) · Educational technology (4 works) · Innovative Education and Learning Practices (4 works)