Dr CHEN, Gaowei

Dr CHEN, Gaowei

陳高偉

Associate Professor
Academic Unit of Human Communication, Development, and Information Sciences

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Qualification
BS in Information Engineering (Xi'an Jiaotong), MPhil in Educational Technology (Peking U), PhD in Educational Psychology (CUHK), Postdoc (Pitt Lrdc)
International Associate, Cambridge Educational Dialogue Research (CEDiR), University of Cambridge
Editorial Board Member, Journal of the Learning Sciences
Associate Editor, Frontiers in Psychology (Educational Psychology)

Email
[javascript protected email address]
Phone
(852) 3917 7610
Location
Room 513, Meng Wah Complex


Research Expertise
Educational Psychology
Learning Sciences
Research Methods and Methodologies
Teacher Education and Development
Technology-enhanced Learning
Prospective PhD/ EdD/ MPhil Applications
?I am available to supervise PhD/EdD/MPhil students and would welcome enquiries for supervision.
Links
Personal Homepage
HKU Scholars Hub

Areas of Expertise

Teaching Areas:

Dialogic teaching and classroom talk; Learning sciences; Educational psychology in the classroom; Quantitative research methods; Educational statistics and measurement

Research Interests:

Learning sciences; Dialogic teaching; Classroom discourse; Video visualization; Video-based learning; Teacher professional development; Educational statistics


Awards
Faculty Outstanding Young Researcher Award,Faculty of Education, University of Hong Kong, 2020-21.
Research Output Prize (ROP),University of Hong Kong, 2019-20.
Faculty Early Career Research Output Award, Faculty of Education, University of Hong Kong, 2019-20.
41st Round PDF/RAP Scheme, University Research Committee (URC), University of Hong Kong, 2018-19.


Projects

External Grants (PrincipalInvestigator)

A video-visualization online professional development approach for teachers: Promoting productive classroom talk and student learning. HKD 744,245. RGC General Research Fund (GRF), #**. (2021-2024)
A visualization-enhanced video-based e-learning platform (V2 e-platform) for teachers and students. HKD 3,647,464 (includingmatching funding from Tin Ka Ping Foundation). Innovation and Technology Fund for Better Living (FBL), #ITB/FBL/7026/20/P. (2021-2023)
Analytics-Supported Collaborative Observation of Videos: The effect on student engagement and achievement in mathematics. HKD 740,200.RGC General Research Fund (GRF), #**. (2018-2021)
Promoting Science, Technology, Engineering, and Mathematics Education in Hong Kong: Using analytics-supported e-learning to enhance student attitudes and achievement in science. HKD 575,170. Public Policy Research (PPR) Funding Scheme. (2018-2021)
Technology-supported teacher learning about effective classroom talk: Impact on students’ participation and achievement in mathematics. HKD 679,000. RGC Early Career Scheme (ECS), #**. (2016-2018)

External Grants (Co-Investigator)

Conceptualising assessment literacy of teachers in Content and Language Integrated Learning programmes. HKD455,324. PI: Yuen Yi Lo.RGC General Research Fund (GRF), #**. (2021-2024)
Investigating the development of responsive teaching ability in pre-service science teachers: A video-based teaching intervention. HKD351,437.PI: Kennedy Chan.RGC General Research Fund (GRF), #**. (2020-2022)
Education Equity in Hong Kong: Secondary analysis of the factors that contribute to Hong Kong students’ mathematics performance in Trends in International Mathematics and Science Study (TIMSS) 2015. HKD 274,992. PI: Frederick Leung. RGC General Research Fund (GRF). (2018-2019)
A Longitudinal Investigation on Student Engagement in Mathematics in Chinese Higher Education Institutions from Multiple Perspectives. HKD 340,676. PI: Hongbiao Yin. RGC General Research Fund (GRF). (2018-2020)
Integrating the flipped classroom paradigm into issue-based enquiry learning and teaching: Design-based research on teachers’ in-class and out-of-class facilitation strategies. HKD 563,992. PI: Morris Jong. RGC General Research Fund (GRF). (2018-2020)
Unraveling the role of community service in adolescent identity formation. HKD 242,000. PI: Huixuan Xu. RGC General Research Fund (GRF), #**. (2015-2017)
Emotional labor in teaching and its relationship to teacher efficacy and psychological well-being. HKD 433,494. PI: Hongbiao Yin. RGC General Research Fund (GRF), #**. (2014-2017)
Enhancing language education with artificial reality neo-platform (eLEARN). HKD 3,444,200. PI: Gary Wong. Quality Education Fund (QEF). (2017-2019)
Introducing virtual reality techniques into learning and teaching of physical geography in Hong Kong secondary schools.HKD 292,560. PI: Morris Siu-yung Jong. EDB. (2016-2017)
Empowering teachers through VideoReview. USD 2,295,981. PI: Susan Doubler. National Science Foundation (NSF), Discovery Research K-12 Award #**, (2014-2018). [Advisory Board Member]

Internal Grants (PrincipalInvestigator)

Learning Sciences (“Using Visual Analytics to Support Online Teacher Professional Development: An Innovative Approach and Platform”). 41st Round PDF/RAPScheme. University Research Committee (URC), HKU. (2019-2022)
Leveraging visual analytics to develop a prototypical online teacher professional development approach and platform.HKD 53,260. HKU Seed Funding, #6(2019-2020)
PromotingClassroom Dialogue: Teacher Professional Development Using Online Video-Analytics and Collective Inquiry.HKD59,960. Faculty Research Fund, Faculty of Education, HKU (2019-2021)
Analytics-supported collaborative learning: Impact on students of different cognitive abilities and from different socioeconomic backgrounds. HKD 77,570. HKU Seed Funding, #0(2017-2018)
The development of students’ interactive and constructive engagement in the mathematics classroom. HKD 29,700. Faculty Research Fund, Faculty of Education, HKU (2017-2018)
Analytics-supported student collaboration: Impact on engagement and achievement in mathematics. HKU Seed Fund for Basic Research.HKD 40,000. (2017)
Facilitating knowledge exchange and coaching: An online Research Methods consultation platform. HKD 246,651. Dean’s Innovation Fund, Faculty of Education, HKU, #**. (2015-2017)
Supporting teacher learning of classroom talk: An analytics-supported reflection approach. HKD 118,804. HKU Seed Funding, #7. (2015-2016)


Publications

Journal Publications (*: Advisee)

Chen, G., Chan, C. K. K., Chan, K. K. H., Clarke, S. N., & Resnick, L. B. (2020). Efficacy of video-based teacher professional development for increasing classroom discourse and student learning. Journal of the Learning Sciences, 29(4-5),642-680.?? [link]
Chen, G., Lo, C. K.*, & Hu, L.* (2020). Sustaining online academic discussions: Identifying the characteristics of messages that receive responses. Computers & Education, 156,103938. [link]
Chen, G., Zhang, J.*, Chan, C. K. K., Michaels, S., Resnick, L. B., & Huang, X. (2020). The link between student-perceived teacher talk and student enjoyment, anxiety, and discursive engagement in the classroom.British Educational Research Journal, 46(3), 631-652. [link]
Chen, G. (2020). A visual learning analytics (VLA) approach to video-based teacher professional development: Impact on teachers’ beliefs, self-efficacy, and classroom talk practice. Computers & Education, 144, 103670. [link]
Liu, Q.*, Hsieh, W. Y., & Chen, G. (2020). A systematic review and meta-analysis of parent-mediated intervention for children and adolescents with autism spectrum disorder in mainland China, Hong Kong and Taiwan. Autism: International Journal of Research and Practice. [link]
Zhang, J.*, Chen, G., & Yuen, M. (2020). Development and validation of the career-related teacher support scale: Data from China. International Journal for Educational and Vocational Guidance. [link]
Sou, E. K. L.*, Yuen, M., & Chen, G. (2020). Development and validation of a Chinese five-factor short form of the career adapt-abilities scale. Journal of Career Assessment. [link]
Chen, G., Zhang, J.*, & Shang, J. (2020). A learning sciences perspective on vocational and technical education. Vocational and Technical Education. (in Chinese)
Hu, L.*, & Chen, G. (2020). Visual learning analytics: Exploring the role of visualization in learning analytics. Open Education Research. (in Chinese)
Zhang, L. F., Horta, H., Jung, J., Chen, G., & Postiglione, G. A. (2019). The role of thinking styles in program satisfaction and perceived intellectual competence among STEM doctoral students. Journal of Educational Psychology, 111(4), 573-589.
Yin, H., Huang, S., & Chen, G. (2019). The relationships between teachers’ emotional labor and their burnout and satisfaction: A meta-analytic review. Educational Research Review, 100283. doi:10.1016/j.edurev.2019.100283.
Jong, M. S. Y., Chen, G., Tam, V., & Chai, C. S. (2019). Adoption of flipped learning in social humanities education: the FIBER experience in secondary schools. Interactive Learning Environments, 27(8), 1222-1238.
Zhang, J.*, Chen, G., & Yuen, M. (2019). Validation of the Vocational Identity Status Assessment (VISA) Using Chinese technical college students. Journal of Career Assessment, 27(4), 675-692.
Zhang, J.*, Chen, G., & Yuen, M. (2019). Validation of the Career-related parental support scale (Chinese version). The Counseling Psychologist, 47(3), 417-443.
Wang, Z., Skehan, P., & Chen, G. (2019). The effects of hybrid online planning and L2 proficiency on video-based speaking task performance. Instructed Second Language Acquisition, 3(1), 53-80.
Zhang, J.*, Yuen, M., & Chen, G. (2019). Supporting the career development of technical education students in China: The roles played by teachers. International Journal for Educational and Vocational Guidance, 1-22.
Huang, J.*, & Chen, G. (2019). From reading strategy instruction to student reading achievement: The mediating role of student motivational factors. Psychology in the Schools, 56(5), 724-740. (corresponding author)
Hu, X.*, Leung, F. K., & Chen, G. (2018). School, family, and student factors behind student attitudes towards science: The case of Hong Kong fourth graders. International Journal of Educational Research, 92, 135-144.(corresponding author)
Datu, J. A. D.*, Yuen, M., & Chen, G. (2018). The triarchic model of grit is linked to academic success and well-being among Filipino high school students. School Psychology Quarterly, 33(3), 428.
Fung, F.*, Tan, C. Y., & Chen, G. (2018). Student engagement and mathematics achievement: Unraveling main and interactive effects. Psychology in the Schools, 55(7), 815-831.
Hui, T.*, Yuen, M., & Chen, G. (2018). Career‐related filial piety and career adaptability in Hong Kong university students. The Career Development Quarterly, 66(4), 358-370.
Hui, T.*, Yuen, M., & Chen, G. (2018). Career adaptability, self‐esteem, and social support among Hong Kong university students. The Career Development Quarterly, 66(2), 94-106.
Zhang, J.*, Yuen, M., & Chen, G. (2018). Teacher support for career development: An integrative review and research agenda. Career Development International, 23(2), 122-144.
Datu, J. A. D.*, Yuen, M., & Chen, G. (2018). Exploring determination for long-term goals in a collectivist context: A qualitative study. Current Psychology, 37(1), 263-271.
Kong, X. T.*, Chen, G., Huang, G. Q., & Luo, H. (2017). Ubiquitous auction learning system with TELD (Teaching by Examples and Learning by Doing) approach: A quasi-experimental study. Computers & Education, 111, 144-157.
Lo, C. K.*, Hew, K. F., & Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review, 22, 50-73.
Datu, J. A. D.*, Yuen, M., & Chen, G. (2017). Grit and determination: A review of literature with implications for theory and research. Journal of Psychologists and Counsellors in Schools, 27(2), 168-176.
Datu, J. A. D.*, Yuen, M., & Chen, G. (2017). Development and validation of the Triarchic Model of Grit Scale (TMGS): Evidence from Filipino undergraduate students. Personality and Individual Differences, 114, 198-205.
Ni, Y., Ho, G., Cai, J., Cheung, A., Chen, G., & Ng, O. L. (2017). Research protocol: Teacher interventions aimed at engaging students in dialogic mathematics classroom discourse. International Journal of Educational Research, 86(1), 23-35.
Zhoc, K. C.*, & Chen, G. (2016). Reliability and validity evidence for the Self-Directed Learning Scale (SDLS). Learning and Individual Differences, 49, 245-250.
Chen, G., Clarke, S. N., & Resnick, L. B. (2015). Classroom Discourse Analyzer (CDA): A discourse analytic tool for teachers. Technology, Instruction, Cognition and Learning, 10(2), 85-105.
Zhang, J.*, Yuen, M., & Chen, G. (2015). Career-related parental support for vocational school students in China. International Journal for the Advancement of Counselling, 37(4), 346-354.
Shang, J. J., Jong, M. S. Y., & Chen, G. (2015). Learning sciences: Promoting in-depth reform of education. China Educational Technology, 1, 6-13. (in Chinese)
Chen, G., Chiu, M. M., & Wang, Z. (2012). Social metacognition and the creation of correct, new ideas: A statistical discourse analysis. Computers in Human Behavior, 28(3), 868-880.
Chen, G., Chiu, M. M., & Wang, Z. (2012). Predicting social cues during online mathematics discussions: Effects of evaluations and knowledge content. Computers in Human Behavior, 28(4), 1497-1509.
Chen, G., & Chiu, M. M. (2008). Online discussion processes: Effects of earlier messages’ evaluations, knowledge content, social cues and personal information on later messages. Computers & Education, 50(3), 678-692.
Chen, G. (2004). Online discussion in an independent academic BBS forum: two case studies. Educational Research Journal, 19(2), 281-305.

Book Chapters

Chen, G. (2019). Visual learning analytics to support classroom discourse analysis for teacher professional learning and development. In N. Mercer, R. Wegerif, & L. Major (Eds.), International handbook of research on dialogic education (pp. 167-181). Abingdon, UK: Routledge.
Wang, Z., &Chen, G.(2018). Discourse performance in L2 task repetition. In M. Bygate (Ed.), Learning language through task repetition (pp. 97-116). John Benjamins Publishers, Amsterdam.
Chen, G., & Chiu, M. M. (2018). Discussion processes in online forums. In M. Khosrow-Pour (Ed.), Encyclopedia of Information Science and Technology, Fourth Edition (pp. 7969-7979). Hershey, PA: IGI Global.
Chen, G., & Chiu, M. M. (2015). Learning processes during online discussions. In M. Khosrow-Pour (Ed.), Encyclopedia of Information Science and Technology (pp. 2544-2554). Hershey, PA: IGI Global.
Chiu, M. M., & Chen, G.(2014). Statistical discourse analysis: Testing hypotheses with large datasets of electronic discourse. In H. L. Lim & F. Sudweeks (Eds.), Innovative methods and technologies for electronic discourse analysis (pp. 285-303). Hershey, PA: IGI Global.
Chiu, M. M., & Chen, G. (2014). Individualism. In L. Ganong, M. Coleman, & G. J. Golson (Eds.), The social history of the American family (pp. 721-724). Thousand Oaks, CA: Sage.
Chiu, M. M., & Chen, G.(2014). Collectivism. In L. Ganong, M. Coleman, & G. J. Golson (Eds.), The social history of the American family (pp. 254-256). Thousand Oaks, CA: Sage.
Chiu, M. M., Molenaar, I.,Chen, G., Wise, A., & Fyjita, N. (2014). Micro-analysis of collaborative processes that facilitate productive online discussions: Statistical discourse analyses in three studies. In E. Barbera & P. Reimann (Eds.), Assessment and evaluation of time factors in online teaching and learning (pp. 232-263). Hershey, PA: IGI Global.

Conference Papers

Lo, C. K., &Chen, G.(2020). Improving productive classroom talk through visual learning analytics technology: A case study of an award-winning mathematics teacher. Paper to be presented in the 2020 International Conference on Technology in Education (ICTE 2020). Macau/Online.
Chen, G., Lo, C. K.*, & Hu, L.* (2020). Message responsiveness during online discussions. Paper to be presented in the International Conference of the Learning Sciences (ICLS 2020). Nashville, TN, USA.
Chen, G., Cheng, A., & Chan, C. K. K. (2020). Improving classroom dialogue: An analytics-supported, video-based teacher professional development approach. Paper to be presented in the International Conference of the Learning Sciences (ICLS 2020). Nashville, TN, USA.
Hu, L.*, & Chen, G. (2020, Apr 17 - 21) Turn-taking patterns in dialogic collaborative problem solving [Roundtable Session]. AERA Annual Meeting San Francisco, CA. http://tinyurl.com/qmkplqa (Conference Canceled)
Huang, X., Chen, G., & Dong, B. (2020, Apr 17 - 21) Stereotype on females' success boosts females' math learning [Roundtable Session]. AERA Annual Meeting San Francisco, CA. http://tinyurl.com/w8c6s8o (Conference Canceled)
Chen, G., Chan, K. H., Chan, C. K. K., Yu, J.*, Hu. L.*, Wu, J.*, & Resnick, L. B. (2019). Designing learning analytics for teacher learning: An analytics-supported teacher professional development (ASTPD) approach. Paper presented in the 13th International Conference on Computer Supported Collaborative Learning(CSCL 2019). Lyon, France.
Chen, G., Chan, K. H., Chan, C. K. K., Hu, L.*, & Yu, J.* (2019). Analytics-supported teacher professional development: The impact on classroom talk. Paper presented in the 18th Biennial European Association for Research on Learning and Instruction Conference (EARLI 2019). RWTH Aachen, Germany.
Hu, L.*, Chen, G., & Chan, C. K. K. (2019). Temporal patterns and visualizations of peer talk: Toward understanding the process and performance of dialogic collaborative problem-solving. Paper presented in the 13^thInternational Conference on Computer Supported Collaborative Learning(CSCL 2019). Lyon, France.
Lo, C. K.*, & Chen, G. (2019). The use of classroom visual learning analytics in professional development: Preliminary findings of mathematics teachers’ instructional changes. Paper presented in the 3rd International Conference on Digital Technology in Education (ICDTE 2019). Tsuru University, Japan.
Jong, M. S. Y., Chen, G., & Tam, V. Jiang, Y, & Chen, M. (2019). Unforeseen impediments emerging in the process of flipped learning: A lesson learned in FIBER. Paper presented in the 27th International Conference on Computers in Education (ICCE 2019). Kenting, Taiwan.
Jong, M. S. Y., Chen, G., & Tam, V. (2019). Gamifying flipped learning for promoting students’ online participation. Paper presented in the Digital Game Research Association Annual Meeting (DiGRA 2019). Kyoto, Japan.
Chen, G., Chan, C. K. K., Yu, J.*, Hu, L.*, Clarke, S. N., & Resnick, L. B. (2018). The impact of evidence-based professional development on classroom dynamics. Paper presented in the 13th International Conference of the Learning Sciences(ICLS 2018).London, UK.
Hu, X.*, Chen, G., & Leung, F. K. S. (2018). Influential factors in students’ attitudes towards science in Hong Kong. Paper presented in the American Educational Research Association Annual Meeting (AERA 2018). New York City, NY, USA.
Ni, Y., Ho, G., Shi, L., Chen, G., & Cui, Z. (2018). Efficacy of a teacher intervention program aimed at engaging students in dialogic mathematics classroom discourse. Paper presented in the American Educational Research Association Annual Meeting(AERA 2018). New York City, NY, USA.
Ni, Y., Ho, G., Shi, L., & Chen, G. (2017). The implementation of teacher interventions in engaging students in dialogical classroom discourse. Paper presented in the European Association for Practitioner Research on Improving Learning Annual Meeting (EAPRIL 2017). Hämeenlinna, Finland.
Huang, J.*, & Chen, G. (2017). The roles and effects of reading strategies instruction on student achievement. Paper presented in the European Conference on Educational Research Annual Meeting (ECER 2017). Copenhagen, Denmark.
Huang, J.*, & Chen, G. (2017). The relationship between rater characteristics and performance ratings: A narrative review and meta-analysis. Paper presented in the 15th International Conference on Teaching and Learning Chinese in Higher Education (BCLTS 2017). Southampton University, UK.
Tang, Y.*, Hew, K. F. T., & Chen, G. (2017). Students’ participative stances and knowledge construction in small group collaborative learning with mobile instant messaging facilitation. Paper presented in the 25th International Conference on Computers in Education (ICCE 2017). Christchurch, New Zealand.
Zhang, J.*, Yuen, M. T., & Chen, G. (2017). Career-related teacher support among technical students in China. Paper presented in the 5th National Humanistic Psychological Counseling and Therapy Conference. Zhuhai, Guangdong, China.
Zhang, J.*, Yuen, M. T., & Chen, G. (2016). The effect of career-related teacher support on career development for technical students in China. Paper presented in the Asia Pacific Career Development Association (APCDA) 2016 Annual Conference. Taipei, Taiwan.
Zhang, J.*, Yuen, M. T., & Chen, G. (2016). The career-related parental support for students with low SES-Taking Chinese technical students as an example. Paper presented in the 3rd International Conference on School Guidance in the Chinese Communities. Taichung City, Taiwan.
Chen, G., Clarke, S. N., & Resnick, L. B. (2016). Technology and teacher professional development: Promoting teachers’ reflection on orchestrating classroom discussions. Paper presented in the 20th Global Chinese Conference on Computers in Education (GCCCE 2016). The Education University of Hong Kong, Hong Kong.
Chen, G., Michaels, S., & Resnick, L. B. (2016). Expert, novice, and machine coding of teacher academically productive talk moves. Paper presented in theInternational Conference of the Learning Sciences(ICLS 2016). National Institute of Education, Singapore.
Clarke, S. N., Chen, G., Bickel, D. D., Sherer, J. Z., & Resnick, L. B. (2015). Through the looking glass: Using a classroom discourse visualizer to support teacher reflection on practice. Paper presented in theInternational conference on computer supported collaborative learning (CSCL 2015). Gothenburg, Sweden.
Lo, Y. Y., & Chen, G. (2015). Exploring academically productive talk in L1 and L2-medium classrooms. Paper presented in theAnnual Meeting of the American Educational Research Association(AREA 2015). Chicago, IL, USA.
Clarke, S. N., Chen, G., & Resnick, L. B. (2014). Classroom discourse analyzer: Leveraging discourse analytics for teacher learning. Paper presented in the12th International Conference on Intelligent Tutoring Systems(ITS 2014). Honolulu, HI, USA.
Chen, G., Clarke, S. N., & Resnick, L. B. (2014). An analytic tool for supporting teachers’ reflection on classroom talk. Paper presented in theInternational Conference of the Learning Sciences(ICLS 2014). Boulder, CO, USA.
Clarke, S. N., Chen, G., Stainton, C., Katz, S., Greeno, J. G., Resnick, L. B., ... & Rosé, C. P. (2013). The Impact of CSCL beyond the online environment. Paper presented in the 10th International conference on computer supported collaborative learning (CSCL 2013). Madison, Wisconsin, USA.
Clarke, S. N. &Chen, G.(2012). The structure of productive classroom discussion. Paperpresented at theAnnual Meeting of the British Educational Research Association.Manchester, United Kingdom.
Chen, G., Chiu, M. M., & Wang, Z. (2011). Predicting social cues in online discussions: Implications for teachers and students. Paper presented at theAmerican Educational Research Association Annual Meeting(AERA 2011). New Orleans, LA, USA.
Chen, G., Chiu, M. M., & Wang, Z. (2011). Social cues in asynchronous online discussions: Effects of social metacognition and new ideas. Paper presented in the International Conference on Computer Supported Collaborative Learning (CSCL 2011). University of Hong Kong, Hong Kong.
Chen, G., Chiu, M. M., & Wang, Z. (2010). Group micro-creativity in online discussions. Paper presented in the 9th International Conference of the Learning Sciences(ICLS 2010).Chicago, IL, USA.
Chen, G., & Chiu, M. M. (2008). Computer mediated discussions.In P. A. Kirschner, F. Prins, V. Jonker, & G. Kanselaar (Eds.), Proceedings of the 8^th International Conference of the Learning Sciences (Vol. 1, pp. 128-135). Utrecht, The Netherlands.
Chen, G., & Chiu, M. M. (2007). Effects of previous messages’ evaluations, knowledge content, social cues and personal information on the current message during online discussion. In C. A. Chinn, G. Erkens, & S. Puntambekar (Eds.), Proceedings of the 7th International Conference on Computer Supported Collaborative Learning (CSCL 2017) (pp. 135-137). New Brunswick, NJ, USA.
Chen, G. (2005). Online discussion processes. In M. Grandbastien (Ed.), Proceedings of 12th International Conference on Artificial Intelligence in Education(AIED2015) (pp. 27-32). Amsterdam, The Netherlands: University of Amsterdam.


Professional Community Services

Keynote speeches

July 7, 2021.Video-visualisation professional development approach to promoting dialogic teaching. CEDiR Annual Review 2021: Dialogue in Different Contexts. University of Cambridge
Oct 20, 2019.Fostering vide-based teacher reflection: The use of analytics and visualization. The 21st Cross-strait Conference on Curriculum Theory and Classroom Practice. Shenzhen University
Jul 22, 2019. Improving teacher-student talk and student learning in the classroom. The 10th Global Chinese Conference on Inquiry Learning: Innovations and Applications (GCCIL 2019), Beijing Normal University

Invited lectures

Dec 14, 2019. Innovative classroom teaching: Dialogic teaching and student learning. The 2nd Guangdong-Hong Kong-Macao Greater Bay Area Forum on Education and Society,Shenzhen
Oct 20, 2017. The link between classroom talk and student learning. The 3rd Frontier Forum on Learning Science and Teacher Development, Peking University
Jul 22, 2017. Towards analyzing guided discussions. Doctoral Student Forum on MOOC research (PKU-2017), Peking University
Oct 23, 2016.Predicting responsiveness during online academic discussions. Doctoral Student Forum on MOOC research (PKU-2016), Peking University

Editorial board membership

Journal of the Learning Sciences
Dialogic Pedagogy Journal

Guest editors

Susan Bridges, Gaowei Chen, and Carol K. K. Chan. (on-going).Special issue on “Advances in research on videos and teacher learning.”Learning, Culture and Social Interaction(Publisher: Elsevier).
Gary Wong, Leon Lei, Kening Zhu, Henry Chan, and Gaowei Chen. (2019).Special issue on “Innovative Engineering Education for Smarter World.”International Journal of Mobile Learning and Organisation (Publisher: Inderscience).

Service to the faculty/university/community

Quantitative Research Methods consultant, 2014-present
Acting director, EdD programme, Aug-Dec, 2015
Faculty Research Ethics Committee, 2015-present
Faculty IT Committee, 2016-present
Faculty Higher DegreeCommittee, 2018-present

Service to professional societies

Chair, Division of Learning Analysis andAssessment, the 25th Global Chinese Conference on Computers in Education (GCCCE 2021)
Co-chair, Conference Programme,The 11st Global Chinese Conference on Inquiry Learning: Innovations and Applications (GCCIL2020)
Executive Committee Member, Global Chinese Society for Inquiry Learning, 2019-
Co-chair, Division of Learning Analysis, Assessment, and Artificial Intelligence in Education, the 24th Global Chinese Conference on Computers in Education (GCCCE 2020)
Co-chair, SIG on Computer-Supported Collaborative Learning (CSCL) and Learning Sciences, the 27th International Conference on Computers in Education (ICCE 2019)
Technical program co-chair, IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), December 2017
Organizing committee member, International Symposium- Reimagining Teacher Education, Hong Kong, March 2018
Chair, Doctoral Student Forum, the 22nd Global Chinese Conference on Computers in Education (GCCCE), May 2018
Programme committee member, Track of Technology-Enhanced Science, Technology, Engineering and Math Education, 18th IEEE International Conference on Advanced Learning Technologies (ICALT), July 2018
Programme committee member, Track of Technology-Enhanced Science, Technology, Engineering and Math Education, 17th IEEE International Conference on Advanced Learning Technologies (ICALT), July 2017
Chair, Division of Learning Analysis, Assessment, and Artificial Intelligence in Education, the 21st Global Chinese Conference on Computers in Education (GCCCE), June 2017
Co-chair, Division of Learning Analysis and Assessment, the 20th Global Chinese Conference on Computers in Education (GCCCE), May 2016
Co-organizer, Learning Analytics Summer Institute (LASI), Hong Kong, July 2014
Reviewer for the Journal of the Learning Sciences, International Journal of Computer-Supported Collaborative Learning, Computers & Education, Computers in Human Behavior, Learning and Instruction, Journal of Educational Psychology, Teaching and Teacher Education, British Journal of Educational Technology, Dialogic Pedagogy Journal, Internet and Higher Education, Intearctive Learning Environments, International Journal of Educational Technology in Higher Education, Higher Education Research & Development, Journal of Computers in Education, Children and Youth Services Review, IEEE Transactions on Learning Technologies, Journal of Online Learning and Teaching, Journal of Educational Technology & Society


Others

Supervision of Doctoral Students

Productive temporal patterns and visualizations of peer talk in dialogic collaborative problem solving
Video-based analytics in teacher professional development: Impact on mathematics teachers’ noticing and productive talk in the classroom
AI-empowered productive teacher professional talk: Do contextualized talk moves impact lesson study outcomes?
Engaging students scientific practices in a knowledge building environment
Fostering knowledge building through dialogic teaching among Chinese tertiary students
Teacher academically productive talk and student emotional and cognitive engagement in the classroom
Supporting Chinese parents to use discrete trial teaching to promote appropriate behaviors of their children with autism spectrum disorders
Navigating primary to secondary school transition through the lens of resilience
Unravelling the influence of students’ engagement on mathematics achievement

Teaching List(2014-present)

Undergraduate Courses
EDUC2004: Classroom research: An introduction
Taught Postgraduate Courses
MEDD7121: Analysis of quantitative research in education
MEDD6014: Methods of research and enquiry
MEDD6014: Quantitative research methods workshopseries
MEDD6201: The sciences of learning
MEDD6444: Effective talk in the classroom
Research Postgraduate Courses
EDUR6020: Quantitative research methods I
EDUR6021: Quantitative research methods II
EEDD6701: Research methods I
EEDD6702: Research methods II
EDUR7070: Learning Theories and Educational Models for the 21st Century
EDUR7076: An Introduction to Systematic Review and Meta-Analysis
EDUR8041: Planning for theory, methods and impact of ‘learning-based research’ in schools and classrooms
EDUR8042: Theories of learning and design of learning environment