Selected Publications
Chen, B. (in press). A framework for infrastructuring sustainable innovations in education. Journal of the Learning Sciences.
Chen, B., Zhu, X., & Díaz del Castillo H., F. (2023). Integrating generative AI in knowledge building. Computers & Education: Artificial Intelligence, 5, Article 100184. https://doi.org/10.1016/j.caeai.2023.100184
Chen, B., & Chen, Z. (2023). Why do students reply? Uncovering the socio-semantic entanglement in web annotation activities. Education and Information Technologies. Advance online publication. https://doi.org/10.1007/s10639-023-12187-5
Zhu, X., Shui, H., & Chen, B. (2023). Beyond reading together: Facilitating knowledge construction through participation roles and social annotation in college classrooms. The Internet and Higher Education, 59, Article 100919. https://doi.org/10.1016/j.iheduc.2023.100919
Kashi, S., Hod, Y., Lee, A. V. Y., Yuan, G., Cohen, E., Bielaczyc, K., Chen, B., & Zhang, J. (2023). Infrastructuring for knowledge building: Advancing a framework for sustained innovation. Qwerty - Open and Interdisciplinary Journal of Technology, Culture and Education, 18(1), 139–156. https://doi.org/10.30557/QW000068
Chen, B., Shui, H., & Håklev, S. (2022). Orchestrating the flow and advancement of knowledge artifacts in an online class. Instructional Science, 50(6), 903–931. https://doi.org/10.1007/s11251-022-09596-3
Chen, B., & Poquet, O. (2022). Networks in learning analytics: Where theory, methodology, and practice intersect. Journal of Learning Analytics, 9(1), 1–12. https://doi.org/10.18608/jla.2022.7697
Chen, B., & Teasley, S. (2022). Collaboration analytics. In Handbook of learning analytics (2nd Ed.). Society for Learning Analytics Research (SoLAR).
Chen, B., Håklev, S., & Rosé, C.P. (2021). Massive-scale collaborative learning. In U. Cress, C. Rosé, A. F. Wise, & J. Oshima (Eds.), International handbook of computer-supported collaborative learning (pp. 163–181). Springer International Publishing. https://doi.org/10.1007/978-3-030-65291-3_9
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
Zhu, X., Chen, B., Avadhanam, R. M., Shui, H., & Zhang, R. Z. (2020). Reading and connecting: Using social annotation in online classes. Information and Learning Sciences, 121(5/6), 261–271. https://doi.org/10.1108/ILS-04-2020-0117
Chen, B., & Huang, T. (2019). It is about timing: Explaining prestige in an online social learning environment. Journal of Computer Assisted Learning. 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., 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. https://doi.org/10.1080/10494820.2016.1276081
Chen, B. (2016). Fostering scientific understanding and epistemic beliefs through judgments of promisingness. Educational Technology Research and Development, 65(2), 255–277. https://doi.org/10.1007/s11423-016-9467-0
Chen, B., & Hong, H.-Y. (2016). Schools as knowledge-building organizations: Thirty years of design research. Educational Psychologist, 51(2), 266–288. https://doi.org/10.1080/00461520.2016.1175306
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. https://doi.org/10.1007/s11412-015-9225-z