Wenli Chen

TL;DR: This research focuses on designing interactive online learning environments, and students’ scientific knowledge building through collaborative inquiry in computermediated communication, virtual learning environment, mobile learning and community of learners.

TL;DR: This article provides an in-depth analysis of how the affordances of mobile computing enable personalized learning from four facets: allowing multiple entry points and learning pathways, supporting multi-modality, enabling student improvisation in situ, and (d) supporting the sharing and creation of student artifacts on the move.

TL;DR: This paper conceptually explores how the theories and methodology of self-regulated learning (SRL) are inherently suited to address the issues originating from the defining characteristics of mobile learning: enabling student-centred, personal, and ubiquitous learning.

TL;DR: With mobilized lessons, students were found to learn science in personal, deep and engaging ways as well as developed positive attitudes towards mobile learning.

TL;DR: This paper discusses the approach as well as experiences in deconstructing and reconstructing an existing curriculum through a co-design approach with teachers in a Singapore local school, and makes a contribution to the methodology for developing mobilized science curricula for in-class learning that also extends to out-of- class learning.