A study investigated peer collaboration among high school students when solving qualitative physics problems. Participants were 18 students in a year 12 physics class in a Hong Kong school, who worked both individually and in groups to solve physics problems. Findings revealed the positive impact of engaging students in peer collaboration to solve physics problems. Peer collaboration enhanced participants' understanding and problem-solving skills, encouraged them to reflect on the objects of learning and their approach to learning physics, and provided them with a new perspective on problem solving. Other findings of the study are discussed, and recommendations for future research are provided.
[Copyright of International Journal of Science Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09500690110038602]

This paper looks at the developmental needs of teachers in relation to facilitating the personal and social development of students. It goes on to describe a module, 'Personal and Social Education', offered to all pre-service teachers in the Hong Kong Institute of Education which aims at equipping trainee teachers to carry out the guidance role of a teacher in the context of Hong Kong, particularly in the role of a class teacher. It concludes with the results of a survey seeking the views of these trainees on the module they had undertaken.
[Copyright of Pastoral Care in Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1111/1468-0122.00160]

With the rapid development in technology and learning methods, delivery of content is becoming more computer-dependent. Learning has advanced to interactive learning, problem-based learning (PBL), self- and peer-teaching, and web-based learning among others. The Hong Kong Polytechnic University hosted its low vision rehabilitation course on its in-house website in collaboration with the University of Houston, College of Optometry. Web course tools (WebCT) was used to stimulate students and deliver content on the subject of low vision rehabilitation. The site acts as a reference sourse for course material and laboratory instruction. It includes self-tests, quizzes, diagrams, photos, and some animated simulations for students to better understand and assimilate low vision rehabilitation concepts and principles. With web-based learning, low vision concepts and become easier and more fun. Data gathering, grading, and analysis can be more efficiently performed with advance planning and programming. The use of WebCTt and similar platforms holds promise for greater accessibility to low vision rehabilitation content worldwide.
[Copyright of Visual Impairment Research is the property of Informa Healthcare. Full article may be available at the publisher's website:
http://dx.doi.org/10.1076/vimr.4.2.85.15636]

Over 300 Foreign (non Hong Kong) universities deliver undergraduate degree programs in Hong Kong either on campus in that city or via distance education (or both). Although this topic has been studied from a variety of perspectives, the issue of why Hong Kong students might switch from one locally provided foreign university program to another has not been researched despite evidence of it being common. The current research found that students switched to another university if it offered a wider range of course delivery modes, if they could fast track their degree and if they were failing at the existing university. Increasingly, to be successful in competitive markets such as Hong Kong, foreign universities need to deliver their programs in a wide variety of modes, provide high levels of administrative and academic support, and ensure that they assist their students as much as possible. If they do not, students are likely to move to another provider. These findings have complex and far-reaching delivery ramifications for foreign universities wishing to survive in competitive markets such as Hong Kong--and elsewhere--where there is a high degree of competition amongst universities and a stressed economic situation which could force students to adopt quite ruthless consumer behaviour in regards to their university provider.
[Copyright of Journal of Marketing for Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1300/J050v15n01_02]

Objective: The mental health of tertiary education students is an area of increasing concern worldwide. The objective of this study is to examine the prevalence of depression, anxiety and stress in first-year tertiary education students in Hong Kong.
Method: Depression, anxiety and stress were measured by the 42-item Depression Anxiety Stress Scales, completed on the web by participating students anonymously. Results: A total of 7915 students completed the survey, yielding a response rate of 27.5%. Depression, anxiety and stress levels of moderate severity or above were found in 21%, 41% and 27% of our respondents, respectively.
Conclusions: The web-based survey methodology was well accepted by our sample group of tertiary education students. We found high rates of psychological morbidity in first-year tertiary education students in Hong Kong. The high prevalence of depression, anxiety and stress symptoms in the first year of college life is alarming. It illustrates the need for primary and secondary prevention measures, with development of adequate and appropriate support services for this group.
[Copyright of Australian & New Zealand Journal of Psychiatry is the property of Informa Healthcare . Full article may be available at the publisher's website:
http://dx.doi.org/10.1111/j.1440-1614.2006.01883.x]