Wan Ng BSc(Melb) PhD (Monash) Dip Ed (Monash) Grad Cert Gifted Ed (Melb)
Associate Professor Wan Ng is Director of the STEM Education Futures Research Center at the University of Technology Sydney. Before joining UTS, she worked at La Trobe University and the University of New South Wales, undertaking roles such as Associate Dean (International), Faculty Chair of Human Ethics Committee and School Research Coordinator. Prior to beginning an academic career in Education in 2002, Wan worked as a postdoctoral research fellow in Biochemistry at Monash University for two years and taught in schools for about 10 years. Her contributions to the wider educational community include being a member of the VCE Chemistry exam setting and assessment panel for VCAA, a science professional development leader for DET (Vic), co-director of the Victorian Science Talent Search, Council member of the Science Teachers' Association of Victoria (STAV) and advisory committee member of the Victorian Specialist Mathematics & Science Centre (Quantum Victoria) and the Victorian Space Science Education Centre.
Wan researchers in the area of STEM education and the integrative impact of STEM. She is interested in the use of technology, both digital (particulalry mobile technology) and design technology to support teaching and learning at all levels of education. She is interested in how young people interact to learn with technology, the empowerment of the individual through digital literacy and multiliteracies which are important aspects of an individual’s personal development and lifelong learning, as well as in sustainable pedagogy enabled by technology that brings about effective learning and skills development in students. These works largely underpin her research in science education, gifted education, higher education and teachers’ work. Wan has attracted numerous federal, state and university grants and consultancy work for innovative projects in the area of STEM education. Her most recent project is the multi-institutional Australian government-funded $1.63 million project titled Smart Science Initiative that is based on an adaptive and gamified personalised learning environment for school science learning (http://www.smartscience.com.au/evaluation/). Wan has written widely for an international audience, her most recent publications include two sole-authored books titled Empowering Scientific Literacy through Digital Literacy and Multiliteracies and New Technology in Education: Conceptualising Professional Learning for Educators. She has also edited/co-edited two books on mobile learning titled Mobile Technologies and Handheld Devices for Ubiquitous Learning: Research and Pedagogy and Sustaining Mobile Learning: Theory, Research and Practice.
Can supervise: YES
The book addresses these issues, with a particular focus on: exploring the challenges surrounding the sustainability of mobile learning in K-12 and higher education investigating the importance of sustaining mobile learning for diverse ...
This book addresses the issues confronting educators in the integration of digital technologies into their teaching and their students' learning. Such issues include a skepticism of the added value of technology to educational learning outcomes, the perception of the requirement to keep up with the fast pace of technological innovation, a lack of knowledge of affordable educational digital tools and a lack of understanding of pedagogical strategies to embrace digital technologies in their teaching. This book presents theoretical perspectives of learning and teaching today's digital students with technology and propose a pragmatic and sustainable framework for teachers' professional learning to embed digital technologies into their repertoire of teaching strategies in a systematic, coherent and comfortable manner so that technology integration becomes an almost effortless pedagogy in their day-to-day teaching. The materials in this book are comprised of original and innovative contributions, including empirical data, to existing scholarship in this field. Examples of pedagogical possibilities that are both new and currently practised across a range of teaching contexts are featured.
Ng, W 2012, Empowering Scientific Literacy Through Digital Literacy and Multiliteracies, Nova Science Publishers, New York.
This book puts forward an argument that we should capitalise on the affordances that digital technologies offer in enabling better science learning, the general technological interest and knowledge of young people and the motivating ...
Ng, W 2011, Mobile Technologies and Handheld Devices for Ubiquitous Learning: Research and Pedagogy, IGI Global Publishing, Hershey, PA.
Mobile Technologies and Handheld Devices for Ubiquitous Learning: Research and Pedagogy provides readers with a rich collection of research-informed ideas for integrating mobile technologies into learning and teaching.
Ng, W 2019, 'A partnership-designed online module on climate science: Impact on year 10 teachers and students', Eurasia Journal of Mathematics, Science and Technology Education, vol. 15, no. 2.View/Download from: Publisher's site
© 2019 by the authors. Climate change is a layered, complex phenomenon and is contested in the public arena. For students to understand it and its likely consequences, they need to be well educated in climate science literacy i.e. be able to analyse and relate multiple sources of data and engage in arguments that are presented in the media. This paper aimed to investigate the design and impact of a school-university-industry designed online module on climate science on Year 10 teachers and their students' experiences in climate science literacy development. Created with 'next generation' software, the e-module allowed for personalised learning on an adaptive platform. Using a mixed-method approach, quantitative data was gathered through post-project questionnaires while qualitative data was obtained from focus group interviews, observations and open-ended questions in the survey. The findings indicate that a three-way partnership drawing on the partnership's respective expertise created learning resources that were accurate and beneficial for both students and teachers. The findings showed that teachers and students were generally positive about their experiences but more scaffolding would have benefited students and that successful teachers were those who invested time to explore and internalise the content of the e-module.
Ng, W & Fergusson, J 2019, 'Technology-Enhanced Science Partnership Initiative: Impact on Secondary Science Teachers', Research in Science Education, vol. 49, pp. 219-242.View/Download from: Publisher's site
© 2017 Springer Science+Business Media Dordrecht The issue of student disengagement in school science continues to pose a threat to lifting the participation rates of students undertaking STEM courses and careers in Australia and other countries globally. In Australia, several science initiatives to reverse the problem have been funded over the last two decades. Many of these initiatives involve partnerships with scientists, science educators and with industries, as is the case in this paper. The research in this paper investigated a recent partnership initiative between secondary science teachers, scientists and an educational technology company to produce science e-modules on adaptive learning platforms, enabling students to engage in personalised, inquiry-based learning and the investigation of real-world problems. One of the objectives of the partnership project was to build theoretical and pedagogical skills in teachers to deliver science by exposing them to new ways of engaging students with new digital tools, for example analytics. Using a mixed methods approach, the research investigated science teachers' pedagogical involvement in the partnership project and their perceptions of the project's impact on their teaching and students' learning. The findings indicate that the teachers believed that new technology could enhance their teaching and students' learning and that while their students were motivated by the online modules, there was still a need for scaffolding for many of the students. The effectiveness of this would depend on the teachers' ability to internalise the new technological and content knowledge resulting from the partnership and realign them with their existing pedagogical framework. The research is significant in identifying elements for successful partnership projects as well as challenges that need to be considered. It is significant in facilitating continuous discourse about new evidence-based pedagogical approaches to science educati...
Ng, W & Nicholas, H 2018, 'Understanding mobile digital worlds: how do Australian adolescents relate to mobile technology?', TECHNOLOGY PEDAGOGY AND EDUCATION, vol. 27, no. 4, pp. 513-528.View/Download from: Publisher's site
Ng, W & Angstmann, E 2017, 'Promoting Physics Literacy through Enquiry-based Learning Online', Journal of Education in Science, Environment and Health, vol. 3, no. 2, pp. 183-195.View/Download from: Publisher's site
In Australia, as in a number of other countries, studies have consistently shown a
low enrolment trend towards Physics by students in post-secondary years, due
partly to the subject being perceived as conceptually difficult and abstract to
grasp. In order to promote Physics literacy, continued opportunities such as
online courses for students to engage in Physics education are necessary. For
courses that are aimed at reaching out to students with little Physics background,
the pedagogy needs to be considered carefully, especially when it is taught
entirely in an online learning environment. This research investigated a fully
online, inquiry-based course design aimed at motivating students to learn
Physics and its impact on students' learning experiences at an Australian
university. The research compared the learning experiences of students whose
career trajectories are science-related and those who are not in order to assess its
effectiveness in promoting Physics literacy. An online survey containing Likertscale
items as well as open questions elicited students' perceptions of the impact
of the online course on their learning. The volunteer research participants were
59 undergraduates, where about two thirds of the participants were science
students and one-third non-science students. The results showed that students
were positive about the pedagogical structure and content in the online Physics
course. Except for one item, there were no other statistically significant
differences between science and non-science students' responses in the study,
suggesting that the pedagogical design catered to the needs of both groups of
students, an important element in promoting Physics literacy across a broad
range of students
Ng, W & Nicholas, H 2015, 'iResilience of science pre-service teachers through digital storytelling', Australasian Journal of Educational Technology, vol. 31, no. 6, pp. 736-751.
We live in a multimodal world where communication enabled by digital media supports the expression of ideas, opinions, instructions and experiences in a variety of formats that empower the individual to convey thoughts and emotions persuasively. In education, digital storytelling as a pedagogical strategy can be embedded in student-generated videos of narratives of personal learning experiences or in teacher-constructed stories that inform or instruct. The aim of this qualitative research was to investigate how a group of science preservice teachers created digital stories to elicit resiliency (risk and protective factors) during their teaching practicum and how their peers responded to the digital stories, uploaded and shared on VoiceThread. The results showed that the digital stories were able to convey thinking and emotions successfully at a deeper level. A range of issues (risk factors) and strategies (protective factors) to overcome them could be identified in the digital stories. As reducing the risk of attrition in teachers' early professional careers is important for maintaining teacher numbers and quality in teaching, this research is significant in understanding how pre-service teachers view resiliency in their education. Digital stories are able to provide teacher educators and researchers with richer data for this purpose.
This study explored the effects of using computer-based multimedia learning materials on creative performance. A multimedia learning tool (MLT) was developed as part of a specific mechanical engineering subject taking into consideration appropriate load on the cognitive system for effective information and creative cognitive processing. The theoretical perspectives and design principles of Cognitive Theory of Multimedia Learning (CTML) shaped the development of the MLT. Students' creative thinking and product creativity were measured using established creativity instruments namely the Torrance Tests of Creative Thinking (TTCT) and Creative Product Semantic Scale (CPSS). For creative thinking the results showed that the MLT was instrumental for students to generate flexible and original ideas, but not fluent ideas. This was reflected through students' product creativity which showed novel and aesthetic qualities, but lacked practicality. Students' perceptions supported the MLT's partial influence especially through the use of animations. The findings suggest possible effects of dynamic learning materials on creative performance which however require further exploration.
Ng, W 2014, 'Flipping the science classroom: Exploring merits, issues and pedagogy', Teaching Science, vol. 60, no. 3, pp. 16-27.
Educators are continually being challenged to think about how best to integrate
digital technologies meaningfully and effectively in their classrooms. A current
trend in educational technology which has the potential to enable this in a
pragmatic manner is the flipped classroom concept. This paper aims to explore
the idea in Science teaching and learning, and examine its merits, issues and
In recent years, there has been much debate about the concept of digital natives, in particular the differences between the digital natives' knowledge and adoption of digital technologies in informal versus formal educational contexts. This paper investigates the knowledge about educational technologies of a group of undergraduate students studying the course Introduction to eLearning at a university in Australia and how they adopt unfamiliar technologies into their learning. The study explores the 'digital nativeness' of these students by investigating their degree of digital literacy and the ease with which they learn to make use of unfamiliar technologies. The findings show that the undergraduates were generally able to use unfamiliar technologies easily in their learning to create useful artefacts. They need, however to be made aware of what constitutes educational technologies and be provided with the opportunity to use them for meaningful purposes. The self-perception measures of the study indicated that digital natives can be taught digital literacy.
Nicholas, H & Ng, W 2012, 'Factors influencing the uptake of a mechatronics curriculum initiative in five Australian secondary schools', International Journal of Technology and Design Education, vol. 22, no. 1, pp. 65-90.View/Download from: Publisher's site
Ng, W 2011, 'Why digital literacy is important for science teaching and learning', Teaching Science, vol. 57, no. 4, pp. 26-32.
In recent years, the Australian Government has invested heavily ($2.4 b) into the Digital
Education Revolution with initiatives that aim at increasing ICT proficiencies in teachers and
school leaders and equipping Years 9-12 students with a laptop each. Such initiatives should
be welcomed by the science education community as ICT offers affordances that could
benefit enormously the teaching and learning of science. This paper argues that as part of the
sustainable changes to using ICT in science education, is the need to develop digital literacy in
teachers and students.
Nicholas, H & Ng, W 2011, 'Erratum to: Factors influencing the uptake of a mechatronics curriculum initiative in five Australian secondary schools', International Journal of Technology and Design Education, p. 1.View/Download from: Publisher's site
Kassim, H, Ng, W & Nicholas, H 2010, 'Impact of Multimedia Instructional Materials on Creative Thinking', Pertanika Journal of Humanities and Social Sciences, vol. 18, no. S, pp. 97-108.
Ng, W 2010, 'Jelly making: Children's science discourse and thinking', Teaching Science, vol. 56, no. 3, pp. 13-18.
Ng, W, Nicholas, H & Williams, A 2010, 'School experience influences on pre-service teachers' evolving beliefs about effective teaching', Teaching and Teacher Education, vol. 26, no. 2, pp. 278-289.View/Download from: Publisher's site
Wan, N & Nicholas, H 2010, 'A Progressive Pedagogy for Online Learning With High-Ability Secondary School Students: A Case Study', Gifted Child Quarterly, vol. 54, no. 3, pp. 239-251.View/Download from: Publisher's site
Ng, W 2009, 'Nanoscience and nanotechnology for the middle years', Teaching Science, vol. 55, no. 2, pp. 16-24.
Ng, W & Nicholas, H 2009, 'Introducing pocket PC in schools: attitudes and beliefs in the first year', Computers and Education, vol. 52, no. 2, pp. 470-480.
Nicholas, H & Ng, W 2009, 'Engaging Secondary School Students in Extended and Open Learning Supported by Online Technologies', Journal of Research on Technology in Education, vol. 41, no. 3, pp. 305-328.View/Download from: Publisher's site
Nicholas, H & Ng, W 2009, 'Fostering online social construction of science knowledge with primary pre-service teachers working in virtual teams', Asia-Pacific Journal of Teacher Education, vol. 37, no. 4, pp. 379-398.View/Download from: Publisher's site
Ng, W 2008, 'Blending creativity, science and drama', Gifted and Talented International, vol. 23, no. 1, pp. 51-60.
Ng, W 2008, 'Self-directed learning with web-based sites: How well do students' perceptions and thinking match with their teachers?', Teaching Science, vol. 54, no. 2, pp. 26-30.
Ng, W 2008, 'Sun and science: integrated approach to learning science', School Science Review, vol. 90, no. 331, pp. 91-99.
Ng, W 2008, 'Virtual teamwork: students learning about ethics in an online environment', Journal of Research in Science & Technological Education, vol. 26, no. 1, pp. 13-29.
Ng, W & Nicholas, H 2007, 'Conceptualising the use of online technologies for gifted secondary students', Roeper Review, vol. 29, no. 3, pp. 190-196.
Ng, W 2006, 'Investigating the integration of everyday phenomena and practical work in physics teaching in Vietnamese high schools', International Education Journal, vol. 7, no. 1, pp. 36-50.
Ng, W 2005, 'Web-based Technologies for Learning: Students' perceptions of the benefits of the use of simulations in learning about forces and motion', The International Journal of Learning, vol. 11, pp. 539-548.
Ng, W & Gunstone, R 2003, 'Science and Computer-based Technologies in Victorian Government Schools: Attitudes of Secondary Science Teachers', Journal of Research in Science and Technology Education, vol. 21, no. 2, pp. 243-264.
Ng, W & Gunstone, R 2002, 'Students' Perceptions of the Effectiveness of the World Wide Web as a Research and Teaching tool in Science Learning', Journal of Research in Science Education, vol. 32, no. 4, pp. 489-510.
Ng, W 2016, 'Sustaining mobile learning at a personal level: Mobile digital literacy' in Ng, W & Cumming, T (eds), Sustaining mobile learning: Theory, research and practice, Routledge, UK, pp. 85-107.
Ng, W & Nicholas, H 2016, 'Sustaining innovation in learning with mobile devices: Key challenges' in Ng, W & Cumming, T (eds), Sustaining mobile learning: Theory, research and practice, Routledge, UK, pp. 1-25.
Ng, W & Cumming, TM 2015, 'Preface' in Sustaining Mobile Learning, Routledge, USA, pp. xxiii-xxvi.
Ng, W 2014, 'Investigating through concept mapping pre-service teachers' thinking progression about elearning and its integration into teaching' in Ifenthaler, D & Hanewald, R (eds), Digital Knowledge Maps in Higher Education: Technology Enhanced Support for Teachers and Learners, Springer, Heidelberg, pp. 83-101.View/Download from: Publisher's site
The chapter reports on a study that aimed to investigate the thinking progression and understanding of second year undergraduate pre-service teachers about the concept of "e-learning" before and after the completion of the course Introduction of e-learning. It sought to understand what the students selected as keywords that were associated with e-learning for their pre-course concept maps and how they shifted them in the post-course concept maps to demonstrate their understanding of e-learning and in particular its integration into teaching and learning. A framework for e-learning in the context of teacher education and pre-service teachers' preparation for ICT integration into professional teaching is developed that forms the basis for the qualitative analysis of the concept maps. The study takes a case-study approach where growth (or non-growth) in thinking between pre- and post-course concept maps was studied in more detail for nine cases, three in each of the high-, middle- and low-scoring groups. The chapter presents and discusses the variations in the students' thinking as demonstrated by their concept maps, and discusses the benefits and limitations of using concept maps in capturing pre-service teachers' understanding of e-learning and its integration into their professional teaching.
Ng, W, Murphy, C, McCullagh, J, Doherty, A & Mcleod, N 2014, 'Developing Reflective Practice' in Rodrigues, S (ed), Handbook for Teacher Educators: Transfer, Translate or Transform, Sense Publishers, Amsterdam, pp. 33-58.
Ng, W 2013, 'Integration and Innovation in Teaching Science' in Fitzgerald, A (ed), Learning and Teaching Primary Science, Cambridge University Press, New York, pp. 145-161.
Hanewald, R & Ng, W 2011, 'The digital revolution in education: Digital citizenship and multi-literacy of mobile technology users' in Ng, W (ed), Mobile technologies and handheld devices for ubiquitous learning, IGI Global Publishing, Hershey, PA, pp. 1-14.View/Download from: Publisher's site
This chapter aims to provide an outline of the digital revolution and the way that mobile devices facilitate participation in the Information age. It provides readers with a broad understanding of the key developments that have emerged over the past two decades as well as the current developments in this area. New and emerging practices relating to the use of mobile technologies for learning and their underlying drivers will be explored. The interconnectivity of applications and devices that is closely linked to concepts of multiple literacies and digital citizenship will be discussed. This brief review of the emerging technology landscape allows for greater appreciation and fuller exploitation of the potential that mobile technologies hold and provides a portrayal of its topography to enable conceptualization at a macro-level.
Ng, W & Anastopoulou, S 2011, 'Formal and informal use of handhelds by Australian and British students: A comparative case studies' in Ng, W (ed), Mobile technologies and handheld devices for ubiquitous learning: Research and pedagogy, IGI Global, Hershey, PA, pp. 279-298.View/Download from: Publisher's site
In this chapter, we discuss the capacity of mobile technology in facilitating young people's ubiquitous learning and socializing, both formally and informally. We report on a study of how young adolescents (12-13 year olds) in Australia and UK use handheld computers in formal (school) and informal (home) situations and their perceptions of the usefulness of these devices for their learning. The data show that entertainment activities with the handhelds dominate both school and home for both groups of students and that there is little continuity between the activities carried out in the school and activities in the home. We argue that schools have a responsibility to bridge the home-school learning and to support these students to become self-directed learners for lifelong learning.
Ng, W & Nicholas, H 2011, 'Insights into students' thinking with handheld computers' in Ng, W (ed), Mobile technologies and handheld devices for ubiquitous learning: Research and pedagogy, IGI Global, Hershey, PA, pp. 79-98.View/Download from: Publisher's site
The handheld computer as a pedagogical tool has the capacity to enable students to demonstrate understanding through different modes of representations, for example, verbal, text, tables and graph, drawings, writing or written formulas, concept mapping and animations through Flash or Pocket Slides PowerPoint. Its impact as a motivational learning tool has been described in numerous articles. The purpose of this chapter is to describe its use as a research tool for capturing students' thinking processes as they construct representations in science and mathematics, or solve problems in these learning areas on the handheld. By using an avi-screen capture software operating in the background to do this, the research is a non-intrusive method of capturing the verbal and screen-based (visual) elements of students' thinking as they use the handhelds to complete individual or collaborative tasks.
Ng, W 2010, 'Empowering students to be scientifically literate through digital literacy' in Rodrigues, S (ed), Multiple Literacy and Science Education: ICTs in Formal and Informal Learning Environments, IGI Global Publishing, Hershey, pp. 11-31.
Ng, W & Hanewald, R 2010, 'Concept maps as a tool for promoting online collaborative learning in virtual teams with pre-service teachers' in Marriott, R & Torres, P (eds), Handbook of Research on Collaborative Learning using Concept Mapping, IGI Global Publishing, Hershey, PA, pp. 81-99.
Ng, W, Nicholas, H, Loke, S & Torabi, T 2010, 'Designing effective pedagogical systems for teaching and learning with mobile and ubiquitous devices' in Goh, TT (ed), Multiplatform E-Learning Systems and Technologies: Mobile Devices for Ubiquitous ICT-Based Education, IGI Global Publishing, Hershey, PA, pp. 42-56.
Ng, W & Nicholas, H 2009, 'Self-directed learning with web-based technologies' in Rogers, P, Berg, G, Boettcher, J, Howard, C, Justice, L & Schenk, K (eds), Encylopedia for online and distance learning, Volume IV, IGI Global Publishing, Hershey, PA, pp. 1847-1852.
Ng, W & Nicholas, H 2009, 'Technology and independent learning' in Eyre, D (ed), Major Themes in Education: Gifted & Talented Education, Routledge, Abingdon, UK; New York, USA, pp. 142-159.
Nicholas, H & Ng, W 2009, 'Ubiquitous learning and handhelds: An overview of theory and pedagogy' in Rogers, P, Berg, G, Boettcher, J, Howard, C, Justice, L & Schenk, K (eds), Encyclopedia for online and distance learning, Volume IV, IGI Global Publishers, Hershey, PA, pp. 2171-2176.
Ng, W 2006, 'Web-based Technologies, Technology Literacy and Learning' in Tan, LWH & Subramaniam, R (eds), Handbook of Research on Literacy in Technology at the K1-2 Level, Idea Group Publishers, Hershey, PA, pp. 94-117.
Run-ze, W, Xu, G, Enhong, C, Qi, L & Ng, W 2017, 'Knowledge or Gaming? Cognitive Modelling Based on Multiple-Attempt Response', Proceedings of the 26th International Conference on World Wide Web Companion, International World Wide Web Conference Companion, ACM, Perth, Western Australia, pp. 321-329.View/Download from: Publisher's site
Recent decades have witnessed the rapid growth of intelli- gent tutoring systems (ITS), in which personalized adaptive techniques are successfully employed to improve the learning of each individual student. However, the problem of using cognitive analysis to distill the knowledge and gaming factor from students learning history is still underexplored. To this end, we propose a Knowledge Plus Gaming Response Model (KPGRM) based on multiple-attempt responses. Specifi- cally, we first measure the explicit gaming factor in each multiple-attempt response. Next, we utilize collaborative filtering methods to infer the implicit gaming factor of one- attempt responses. Then we model student learning cog- nitively by considering both gaming and knowledge factors simultaneously based on a signal detection model. Extensive experiments on two real-world datasets prove that KPGRM can model student learning more effectively as well as obtain a more reasonable analysis.
Ng, W 2013, 'Mobile supported flipped instruction and learning', Proceedings of the 21st International Conference on Computers in Education, International Conference on Computers in Education, Asia-Pacific Society for Computers in Education, Denpasar Bali, Indonesia, pp. 65-73.
The discussion of flipped classroom, while not an entirely new concept to the field of teaching, has been very active on blog sites on the Web in recent years while its academic literature to date is scant. This paper presents a review of the literature on the concept, discusses mobile-supported flipped classroom teaching and learning, presents an example of a mobile-supported flipped classroom pedagogy and identify benefits, issues and implications of flipped classroom.
Ng, W 2012, 'Investigating undergraduate pre-service teachers' interactions with educational technologies', Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012, World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education E-LEARN, AACE, Montréal, Québec, pp. 1860-1866.
Ng, W 2011, 'Investigating collaborative work in small virtual teams: A case study comparing undergraduate and postgraduate students' experiences and attitudes', Proceedings of the International Conference on Education & eLearning, International Conference on Education and e-Learning (EeL), Singapore, pp. 73-77.
This paper reports on a comparative study that investigated the attitudes and beliefs of students studying online in small virtual teams and adopting a pedagogy that provided the scaffolding for tasks to be completed by members in the virtual teams. Two cohorts of students undertaking the same coursework unit in the same class were investigated to elicit similarities and differences in their experiences working on the same tasks online. The two cohorts were 14 undergraduate and 16 postgraduate students. The results indicate some differences between the groups with the undergraduate students having a slightly more negative attitude toward online learning.
Ng, W 2011, 'mLearning Literacy', Proceedings of the 10th International Conference on Mobile Learning, Beijing, China, pp. 162-171.
Aljohani, N, Loke, S & Ng, W 2010, 'A Mobile-Based Group Quiz System to Promote Collaborative Learning and Facilitate Instant Feedback', Mlearn 2010.
Kassim, H, Ng, W & Nicholas, H 2010, 'Impact of multimedia instructional materials on creative thinking', Pertanika Journal of Social Science and Humanities, pp. 97-108.
This study aimed to investigate the impact of utilising multimedia instructional materials (MIM) on engineering students' creative thinking in Malaysia. Fifteen MIM were developed based on the principles of Cognitive Theories of Multimedia Design (Mayer, 2001) and Cognitive Load Theory (Sweller et al., 1998). The MIM were used by 27 mechanical engineering students in lab sessions over a period of 5 weeks. Torrance Tests of Creative Thinking (TTCT) verbal forms A and B were administered to the students as pretest and posttest respectively to measure students' creative thinking in terms of fluency, flexibility, originality, and overall creativity capabilities. Two semi-structured focus group interviews were also conducted with five volunteer students in each group. Data were analysed using a paired sample t-test comparing pre and posttests results and also between genders. The t-test analysis shows that there was a significant increase in the students' creative thinking in the posttest for all the creative thinking elements stated. Students' responses during the interview supported the statistical findings. © Universiti Putra Malaysia Press.
Ng, W 2010, 'Effective e-Pedagogy for Virtual Science Learning with High Ability Secondary School Students', WSEAS Conference proceedings, the 9th International Conference on Education and Educational Technology, Iwate Prefectural University, Iwate, Japan, pp. 49-55.
Nicholas, H & Ng, W 2010, 'Adolescents' formal and informal use of handheld computers', Proceedings of the IADIS International Conference Mobile Learning 2010, pp. 316-321.
In this paper we consider data from a study of year 7 students in a mobile learning program to document the extent to which the mobile devices supported ubiquitous learning. We conclude that there needs to be a more structured approach to the use of mobile devices to support integrated formal and informal learning and propose personalized learning workflows as a tool to support this direction. © 2010 IADIS.
Nicholas, H & Ng, W 2010, 'Personal learning workflows to link formal and informal learning with mobile devices', Proceedings of the IADIS International Conference Mobile Learning 2010, Porto, Portugal, pp. 316-321.
Ng, W & Nicholas, H 2009, 'Capturing thinking with handheld computers', Proceedings of the IADIS International Conference Mobile Learning 2009, pp. 143-150.
Ng, W & Nicholas, H 2007, 'Ubiquitous learning with handhelds in schools', Proceedings of the 6th International Conference on Mobile Learning, Melbourne, Australia, pp. 186-193.
Ng, W & Nicholas, H 2004, 'Promoting higher order thinking skills and creativity in science learning through drama and ICT', Proceedings of the Seminar on Best Practices and Innovations in the Teaching and Learning of Science and Mathematics at the Secondary School Level, Malaysia, pp. 305-328.
Nicholas, H & Ng, W 2004, 'Probing preconceptions to create new concepts while learning science through English', Proceedings of the Seminar on Best Practices and Innovations in the Teaching and Learning of Science and Mathematics at the Secondary School Level, Malaysia, pp. 236-258.
Ng, W 2003, 'The Status of Computer-based Technologies and Science Education in the Southern Metropolitan Region of Victoria, Australia', Proceedings for the Sixth International Conference on Computer Based Learning in Science. Volume II, Cyprus, pp. 94-106.
Aubusson, P, Skamp, K, Burke, PF, Pressick-Kilborn, K, Ng, W, Palmer, T-A, Goodall, A & Ferguson, J Primary Connections 2019, Primary Connections: Linking science with literacy Stage 6 research evaluation final report, pp. 1-151, Sydney.
This report presents findings from the External Independent Evaluation and Research for Primary Connections Stage 6 (2014–2018) conducted by a research team from the University of Technology Sydney (UTS).
Burke, P, Schuck, SR, Aubusson, P, Ng, W, Pressick-Kilborn, K & Palmer, T-A 2017, Supporting the Effective Teaching of Primary Science and Technology: A discrete choice experiment approach, Australia.