Choon Lang Quek
Biographic Data
| ID | 8988416 |
|---|---|
| NAME | Choon Lang Quek |
| GIVEN NAMES | Choon Lang |
| FAMILY NAME | Quek |
| SIGNATURE | QUEK C L |
| AFFILIATIONS | Nanyang Technological University |
| ORCID | 0000-0003-0005-6269 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
When GenAI chatbots meet self-determination
While generative artificial intelligence (GenAI) chatbots show transformative potentials in English as a foreign language (EFL) education, critical gaps persist in understanding how chatbot-assisted language learning affect multidimensional learner engagement. Grounded in self-determination theory (SDT), this sequential explanatory mixed-methods study examines the predictive effect of perceived supports on learners’ engagement in chatbot-assisted…
Students’ perspectives on the design and implementation of a blended synchronous learning environment
This study investigated a blended synchronous learning environment (BSLE), which was designed for a group of master’s students taking a course at a teacher education institute. The BSLE was created for the majority of the students to attend the course face-to-face and at the same time allowed the rest to join the identical sessions using videoconferencing from different locations. The purpose of the study was to find out what learning experiences…
Modelling relationships between students’ academic achievement and community of inquiry in an online learning environment for a blended course
With the advancement in technology, learners are spending a substantial amount of time on online learning. Guided by the community of inquiry (CoI) framework (Garrison, Anderson, & Archer, 1999), this study examined the relationships among students’ perceived teaching element, social element, cognitive element, satisfaction, continuous academic-related online performance, and academic achievement. A revised form of the CoI survey instrument was a…
Using the Facebook group as a learning management system
Facebook is a popular social networking site. It, like many other new technologies, has potential for teaching and learning because of its unique built‐in functions that offer pedagogical, social and technological affordances. In this study, the Facebook group was used as a learning management system (LMS) in two courses for putting up announcements, sharing resources, organizing weekly tutorials and conducting online discussions at a teacher edu…
Investigating design and technology students' peer interactions in a technology-mediated learning environment
This research investigates students' peer interactions in the Design and Technology (D&T) environment supported by Knowledge Forum . The sample comprised of 15 students who had no prior experience in using Knowledge Forum to mediate their D&T learning. Their interaction with peers occurred in three stages: design situation, ideation and development. Data was collected mainly from students' online discussion transcripts, with reference to hardcopy…
Analysing high school students' participation and interaction in an asynchronous online project-based learning environment
This study aims to replicate and extend a previous study which was conducted on primary school students' asynchronous online project-based learning. In this study, 276 high school students' participation and interaction in a project-based learning environment was mediated by an asynchronous computer-mediated communication (CMC) tool. The students' high participation revealed their adaptability to this teacher-facilitated learning environment. How…
Investigating design and technology students' participation and learning in a technology mediated learning environment
This study investigates how 15 Design & Technology (D&T) students (aged 15 years) participated in three stages of the design process in a technology mediated environment. The three stages are named Situation, Ideation and Development . The learning process is mediated by Knowledge Forum (KF), an asynchronous online discussion tool. The students' online messages and participation were analysed qualitatively and quantitatively using a self develope…
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Investigating design and technology students' participation and learning in a technology mediated learning environment
This study investigates how 15 Design & Technology (D&T) students (aged 15 years) participated in three stages of the design process in a technology mediated environment. The three stages are named Situation, Ideation and Development . The learning process is mediated by Knowledge Forum (KF), an asynchronous online discussion tool. The students' online messages and participation were analysed qualitatively and quantitatively using a self develope…
Analysing high school students' participation and interaction in an asynchronous online project-based learning environment
This study aims to replicate and extend a previous study which was conducted on primary school students' asynchronous online project-based learning. In this study, 276 high school students' participation and interaction in a project-based learning environment was mediated by an asynchronous computer-mediated communication (CMC) tool. The students' high participation revealed their adaptability to this teacher-facilitated learning environment. How…
Using the Facebook group as a learning management system
Facebook is a popular social networking site. It, like many other new technologies, has potential for teaching and learning because of its unique built‐in functions that offer pedagogical, social and technological affordances. In this study, the Facebook group was used as a learning management system (LMS) in two courses for putting up announcements, sharing resources, organizing weekly tutorials and conducting online discussions at a teacher edu…
Investigating design and technology students' peer interactions in a technology-mediated learning environment
This research investigates students' peer interactions in the Design and Technology (D&T) environment supported by Knowledge Forum . The sample comprised of 15 students who had no prior experience in using Knowledge Forum to mediate their D&T learning. Their interaction with peers occurred in three stages: design situation, ideation and development. Data was collected mainly from students' online discussion transcripts, with reference to hardcopy…
Modelling relationships between students’ academic achievement and community of inquiry in an online learning environment for a blended course
With the advancement in technology, learners are spending a substantial amount of time on online learning. Guided by the community of inquiry (CoI) framework (Garrison, Anderson, & Archer, 1999), this study examined the relationships among students’ perceived teaching element, social element, cognitive element, satisfaction, continuous academic-related online performance, and academic achievement. A revised form of the CoI survey instrument was a…
Students’ perspectives on the design and implementation of a blended synchronous learning environment
This study investigated a blended synchronous learning environment (BSLE), which was designed for a group of master’s students taking a course at a teacher education institute. The BSLE was created for the majority of the students to attend the course face-to-face and at the same time allowed the rest to join the identical sessions using videoconferencing from different locations. The purpose of the study was to find out what learning experiences…
When GenAI chatbots meet self-determination
While generative artificial intelligence (GenAI) chatbots show transformative potentials in English as a foreign language (EFL) education, critical gaps persist in understanding how chatbot-assisted language learning affect multidimensional learner engagement. Grounded in self-determination theory (SDT), this sequential explanatory mixed-methods study examines the predictive effect of perceived supports on learners’ engagement in chatbot-assisted…
Mathematics education (7 works) · Psychology (7 works) · Innovative Teaching and Learning Methods (6 works) · Online and Blended Learning (6 works) · Computer Science (4 works) · World Wide Web (4 works) · Computer-mediated communication (3 works) · Educational technology (3 works) · Pedagogy (3 works) · Asynchronous communication (2 works)