Position/Status

Professor in Assessment and School Evaluation Division

Qualifications

Ed.D., Science Education, Curtin University of Technology, Australia

Membership of Professional Bodies/Associations

Society for Information Technology and Teacher Education (USA)

Association for the Advancement of Computing in Education (USA)


Profile

Dr. Khine is a Professor here at ECAE and has more than 30 years experience in teacher education. He is one of the founding members of ECAE. Before joining ECAE, he worked at the Learning Sciences and Technology Academic Group in the National Institute of Education, Nanyang Technological University, Singapore and Curtin University of Technology in Australia. Dr. Khine has wide ranging research interests in teacher education, psychometrics, measurement, assessment and evaluation. He has supervised several master and doctoral candidates and also served as an external examiner. He is also a member of the Editorial Advisory Board of several international academic journals.

Publications:

Articles in Peer-Reviewed Research Journals

Khine, M.S., Yeap, L.L. and Tan, A. (2003). The quality of message ideas, thinking and interaction in an asynchronous CMC environment. Educational Media International, 40 (1), 115-125.

Lim, C.P., Khine, M.S., Hew, T., Wong, P., S. Divaharan & Lim, B. (2003). Exploring critical aspects of information technologies integration in Singapore schools. Australian Journal of Educational Technology, 19(1), 1-24.

Khine, M.S. & Fisher, D.L. (2003). Teacher-student interactions in science classrooms. Journal of Classroom Interaction, 38 (2), 17-28.

Khine, M.S. & Lourdusamy, A. (2003). Using Conversant Media as a collaborative learning tool in teacher education. Australian Journal of Educational Technology, 19 (2), 260-274.

Lourdusamy, A., Khine, M.S. & Sipucic, M. (2003). Collaborative learning tool for presenting authentic case studies and its impact on student participation. Journal of Educational Technology Systems, 31(3), 381-392.

Lim, C.P., Teo, Y.H., Wong, P., Khine, M.S., Chai, C.S. and Divaharan, S. (2003). Creating a conducive learning environment for the effective integration of ICT: Classroom management issues. Journal of Interactive Learning Research, 14(4), 405-425.

Khine, M.S. & Lourdusamy, A. (2003). Blended learning approach in teacher education: Combining face-to-face instruction, multimedia viewing and online discussion. British Journal of Educational Technology, 34 (5), 671-775.

Sharpe, L ., Hu, C., Crawford, L., Gopinathan, S., Khine, M.S., Moo, S. N. & Wong, A. (2003). Enhancing multipoint desktop video conferencing (MDVC) with lesson video clips: recent developments in pre-service teaching practice in Singapore. Teaching and Teacher Education, 19, 529-541.

Khine, M.S., & Fisher, D.L. (2004). Teacher interaction in psychosocial learning environments: cultural differences and their implications in science instruction. Research in Science and Technological Education, 22 (1), 99-111.

Lim, C.P. & Khine, M.S. (2004). Engaging junior college students in computer-mediated lessons using scaffolding strategies. Educational Media International, 29 (2), 97-112.

Khine, M.S. (2006). Strategic use of digital learning resources in designing e-lessons. International Journal of Instructional Media, 33(2), 1-8.

Chai, C.S., Khine, M.S., & Teo, T. (2006). Epistemological beliefs on teaching and learning: a survey among pre-service teachers in Singapore. Educational Media International, 43(4), 285-298.

Chai, C.S. & Khine, M.S. (2006). An analysis of interaction and participation patterns in online community. Educational Technology and Society, 9(1), 250-261.

Lim, C.P. and Khine, M.S. (2006). Managing teachers’ barriers to ICT integration in Singapore schools. Journal of Technology and Teacher Education. 14(1), 97-125.

Khine, M.S. & Saleh, I.M. (2009). Gameplay habits among middle school students: A Descriptive Study. Journal of Educational Technology Systems, 37 (4), 449-458.

Shalleh, M., & Khine, M.S. (2009). Designing interactive learning: Lessons from video games. International Journal of Instructional Media, 36 (4), 1-10.

Khine, M. S., & Hayes, B. (2010). Investigating women’s ways of knowing: An exploratory study in the UAE. Issues in Educational Research, 20(2), 105-117.

Afari, E., Ward, G., & Khine, M.S. (2012). Global self-esteem and self-efficacy correlates: Relation of academic achievement and self-esteem among Emeriti students. International Education Studies. 5 (2), 49-57.

Afari, E., Aldridge, J. M., Fraser, B. J., & Khine, M. S. (2013). Students’ perceptions of the learning environment and attitudes in game-based mathematics classrooms. Learning Environments Research, 16, 131–150.

Khine, M. S. (2013). Research on E-Learning and ICT in Education (Book Review). Educational Technology & Society, 16 (4), 287–289.

Khine, M.S. (2013). Exploring the Theory, Pedagogy and Practice of Networked Learning (Book Review). International Journal of Science and Environmental Education, 8, 663-665.

Khine, M. S. (2013). Research on E-Learning and ICT in Education (Book Review). Educational Technology & Society, 16 (4), 287–289.

Khine, M.S. (2013). Exploring the Theory, Pedagogy and Practice of Networked Learning (Book Review). International Journal of Science and Environmental Education, 8, 663-665.

Khine, M.S., & Afari, E. (2014). Psychometric properties of an inventory to determine the factors that affect students’ attitudes toward mathematics. Psychology, Society, & Education, 6 (1), 1-15.

Khine, M. S. (2015). Facebook research from educational technology perspective: analysis of doctoral dissertations in US universities. International Journal of Social Media and Interactive Learning Environments, 3(2), 100-116.

Afari, E., & Khine, M. S. (2016). Students' intention to use computer technology: a structural equation modelling analysis. International Journal of Quantitative Research in Education, 3(1-2), 41-57.

Liu, Y., & Khine, M. S. (2016). Content analysis of the diagrammatic representations of primary science textbooks. Eurasia Journal of Mathematics, Science and Technology Education, 12(8), 1937-1951.

Khine, M. S., Ali, N., & Afari, E. (2017). Exploring relationships among TPACK constructs and ICT achievement among trainee teachers. Education and Information Technologies, 22(4), 1605-1621.

Khine, M. S., & Liu, Y. (2017). Descriptive analysis of the graphic representations of science textbooks. European Journal of STEM Education, 2(3), 6.

Khine, M. S. (2017). Affordances of Twitter as a pedagogical tool in education: critical analysis of doctoral research studies. International Journal of Social Media and Interactive Learning Environments, 5(1), 1-20.

Areepattamannil, S., & Khine, M. S. (2017). Evaluating the psychometric properties of the original grit scale using Rasch analysis in an Arab adolescent sample. Journal of Psychoeducational Assessment, 0734282917719976.

Afari, E., & Khine, M.S. (2018). The effect of gender on mathematics attitudes among elementary school students: a multiple indicators, multiple causes (MIMIC) modelling, International Journal of Quantitative Research in Education, 4(3), 191-207.

Khine, M.S., & Afari, E. (2018). Cross-cultural adaptation of R-SPQ-2F: validation and psychometric properties, International Journal of Quantitative Research in Education, 4(3), 255-268.

Khine, M.S., Afari, E., & Ali, N., (in press). Investigating Technological Pedagogical Content Knowledge competencies among trainee teachers in the context of ICT Course. Alberta Journal of Educational Research.

Books, Chapters in Books and Published Reports

Khine, M.S. (Ed.) (2006). Knowing, Knowledge and Beliefs: Epistemological Studies across Diverse Cultures. Switzerland: Springer. ISBN 978-1-4020-6596-5, 470 pp.

Khine, M. S., & Saleh, I. M. (Eds.). (2010). New Science of Learning: Cognition, Computers and Collaboration in Education. Switzerland: Springer. ISBN 978-1-4419-5716-0, 566 pp.

Khine, M. S. (Ed.). (2011). Playful teaching, learning games: New tool for digital classrooms. Rotterdam, the Netherlands, Sense Publishers, ISBN 978-94-6091-460-7, 133 pp.

Khine, M.S. & Saleh, I.M. (Eds.) (2011). Models and Modeling: Cognitive Tools for Scientific Enquiry. Dordrecht, the Netherlands: Springer. ISBN: 978-94-007-0448-0, 300 pp.

Khine, M.S. (Ed.) (2011). Learning to Play: Exploring the Future of Education with Video Games. New York: Peter Lang. ISBN 978-1-4331-1235-5, 232 pp.

Khine, M.S. & Saleh, I.M. (Eds.) (2011). Practitioner Research: Teachers’ Investigations in the Classroom Teaching. Hauppauge, New York: Nova Science Publishers. ISBN: 978-1617617447, 213 pp.

Khine, M.S. (Ed.) (2012). Perspectives on Scientific Argumentation: Theory, Practice and Research. Switzerland: Springer. ISBN 978-94-007-2469-3, 290 pp.

Khine, M.S. (Ed.) (2012). Advances in the Nature of Science Research: Concepts and Methodologies. Switzerland: Springer. ISBN 978-94-007-2456-3, 268 pp.

Khine, M.S. (Ed.) (2013). Critical Analysis of Science Textbooks: Evaluating Instructional Effectiveness. Dordrecht, the Netherlands: Springer. ISBN: 978-94-007-4167-6, 280 pp.

Khine, M.S. & Saleh, I. (Eds.) (2013). Approaches and Strategies in Next Generation Science Learning. Hershey, Pennsylvania: IGI Global. ISBN: 978-1-466-62809-0, 358 pp.

Khine, M.S. (Ed.) (2013). Applications of Structural Equation Modeling in Educational Research and Practice. Rotterdam, the Netherlands: Sense Publisher. ISBN: 978-94-6209-331-7, 280 pp.

Haslam, I. R., Khine, M. S., & Saleh, I. M. (Eds.). (2013). Large Scale School Reform and Social Capital Building. London: Routledge. ISBN-13: 978-0415636551, 272 pp.

Khine, M. S., (Ed.) (2015). Science Education in East Asia: Pedagogical Innovations and Best Practices. Dordrecht, the Netherlands: Springer. ISBN: 978—3-319-16389-5, 637 pp.

Khine, M.S. (Ed.) (2015). New Directions in Technological Pedagogical Content Knowledge Research: Multiple Perspectives. Charlotte, North Carolina: Information Age Publishing. ISBN: 978-1681231044, 386 pp.

Khine, M.S. (Ed.) (2015). Attitude Measurements in Science Education: Classic and Contemporary Approaches. Charlotte, North Carolina: Information Age Publishing. ISBN: 978-1681230849, 320 pp.

Khine, M.S. & Areepattamannil, S. (Eds.) (2016). Non-cognitive Skills and Factors in Educational Attainment. Rotterdam, the Netherlands: Sense Publisher. ISBN: 978-94-6300-590-6, 446 pp.

Haslam, I. R., & Khine, M. S. (Eds.). (2016). Leveraging Social Capital in Systemic Education Reform. Rotterdam, the Netherlands: Sense Publishers. ISBN: 978-94-6300-650-7, 150 pp.

Khine, M.S. (Ed.) (2017). Visual-Spatial Ability in STEM education: Transforming Theory to Practice. Dordrecht, the Netherlands: Springer. ISBN: 9 78-3-319-44384-3, 263 pp.

Khine, M.S. (Ed.) (2017). Robotics in STEM Education: Redesigning the Learning Experience. Switzerland: Springer. ISBN: 978-3-319-57785-2, 262 pp.

Khine, M.S. (Ed.) (2018). Computational Thinking: Foundations and Research Highlights. Switzerland: Springer. ISBN: 978-3-319-93566-9, 334 pp.

Khine, M.S. & Areepattamannil, S. (Eds.) (2019). STEAM Education: Theory and Practice. Switzerland: Springer. ISBN 978-3-030-04003-1, 320 pp.

Khine, M.S. (Ed.) (2019). International Trends in Educational Assessment: Emerging Issues and Practice. Leiden, the Netherlands: Koninklijke Brill. ISBN: 979-90-04-39343-1, 104 pp.

Khine, M.S. (Ed.) (in press). Emerging Trends in Learning Analytics: Leveraging the Power of Education Data. Leiden, the Netherlands: Koninklijke Brill.