Bodong Chen
The Bonnie Westby Huebner Endowed Chair & Learning Technologies Associate Professor
Dr. Bodong Chen is an Associate Professor in Learning Technologies and the Huebner Endowed Chair in Education & Technology at the University of Minnesota. He also co-directs the Learning Informatics Lab of the College of Education and Human Development. His research is at the intersection of computer-supported collaborative learning, learning analytics, networked learning, and network science. He currently serves on the Executive Committee of the Society for Learning Analytics Research (SoLAR) and the CSCL Committee of the International Society of the Learning Sciences (ISLS). He is an Associate Editor of Asia Pacific Journal of Education and serves on the editorial boards of The Internet and Higher Education, Journal of Learning Analytics, and Information and Learning Science.
Education
- PhD, University of Toronto, 2014
- MEd, Peking University, 2009
- BSc, Beijing Normal University, 2006
Honors & Awards (selected)
2017, NSF CRII Award, National Science Foundation
2016, Excellence Award–Innovation, Minnesota eLearning Summit
2015, Dissertation Award, Chinese American Educational Research and Development Association
2014, SSHRC Postdoctoral Fellowship, Social Sciences and Humanities Research Council (SSHRC) of Canada
- CI 5371 - Learning Analytics: Theory and Practice
- CI 8371 - Applied Social Network Analysis in Education
- CI 8134-8135 - Foundations of Research in Curriculum and Instruction
Selected Publications (Google Scholar or full CV)
Chen, B., Fan, Y., Zhang, G., Liu, M., & Wang, Q. (2020). Teachers’ networked professional learning with MOOCs. PLOS ONE, 15(7), e0235170. https://doi.org/10.1371/journal.pone.0235170
Chen, B., & Huang, T. (2019). It is about timing: Network prestige in asynchronous online discussions. Journal of Computer Assisted Learning, 34, 503–515. https://doi.org/10.1111/jcal.12355
Chen, B. (2019). Designing for Networked Collaborative Discourse: An UnLMS Approach. TechTrends, 63(2), 194–201. https://doi.org/10.1007/s11528-018-0284-7
Chen, B., Chang, Y.-H., Ouyang, F., & Zhou, W. (2018). Fostering student engagement in online discussion through social learning analytics. The Internet and Higher Education, 37, 21–30. https://doi.org/10.1016/j.iheduc.2017.12.002
Chen, B., Knight, S., & Wise, A. F. (2018). Critical issues in designing and implementing temporal analytics. Journal of Learning Analytics, 5(1), 1-9. http://dx.doi.org/10.18608/jla.2018.53.1
Chen, B. (2017). Fostering scientific understanding and epistemic beliefs through judgments of promisingness. Educational Technology Research and Development, 65(2), 255–277. doi:10.1007/s11423-016-9467-0
Chen, B., Resendes, M., Chai, C.S., & Hong, H.-Y. (2017). Two tales of time: Uncovering the significance of sequential patterns among contribution types in knowledge-building discourse. Interactive Learning Environments, 25(2), 162–175. doi:10.1080/10494820.2016.1276081
(Impact Factor 2016: 1.674)
Chen, B., & Zhang, J. (2016). Analytics for knowledge creation: Towards epistemic agency and design-mode thinking. Journal of Learning Analytics, 3(2), 139–163. doi:10.18608/jla.2016.32.7
Chen, B., & Hong, H.-Y. (2016). Schools as knowledge-building organizations: Thirty years of design research. Educational Psychologist, 51(2), 266-288. doi:10.1080/00461520.2016.1175306
(Impact Factor 2015: 5.688)
Chen, B., Scardamalia, M., & Bereiter, C. (2015). Advancing knowledge building discourse through judgments of promising ideas. International Journal of Computer-Supported Collaborative Learning, 10(4), 345-366. http://dx.doi.org/10.1007/s11412-015-9225-z
Chen, B. (2015). Exploring the digital divide: The use of digital technologies in Ontario public schools. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 41(3), 1-23.