Self-regulated learning (SRL) relates to self-generated thoughts, feelings, and behaviours that continuously amend and improve performance, aiming to accomplish self-set goals and the ability of people’s willingness to concentrate, adjust, evaluate, and manage their own behaviour. Studies strongly suggest that students’ academic success can be better achieved when the design of e-learning environments involves the consideration of SRL development. In recent years, e-portfolios are used widely and globally in higher education and have become one of the major active learning processes in self-learning online platforms that support students’ self-reflection, learning motivation, self-efficacy, and so on. There is a significant need for more studies on the full range of factors of SRL for higher education students in e-portfolios projects, including but not limited to understanding the influences, all possible factors, technical support, and students’ learning process and/or learning outcomes related to SRL.This research study aims to collect information directly from higher education students with actual practice in and experience of e-portfolios for two consecutive semesters. The quantitative data have been collected within the Pintrich’s (2004) social–cognitive perspective of the SRL framework and used the developed self-regulation of learning self-report scale (SRL-SRS), covering the six core factors of SRL: planning, self-monitoring, evaluation, reflection, effort, and self-efficacy. The same self-report paper questionnaire was distributed to 262 undergraduate year-1 students in semester 1 and semester 2. After data filtering, pretest and posttest data obtained from 134 valid questionnaires were used for analysis. The measuring result from the Rasch model has been analysed using SPSS 21, findings included a paired sample t test and the one-within-one-between subject analysis of variance (ANOVA).On the other hand, the qualitative research positively helps collect further

While there is growing recognition of the mutually shaping relationship between teaching with information technology (IT) and teachers' beliefs, skills and self‐efficacy, there has been a paucity of research attention on the construction of teacher identity during actual IT‐assisted in‐class teaching and out‐of‐class networking with students, in a full institutional and social context. This study investigates how a group of secondary school English as a second language (ESL) teachers regulated their teaching and practices and constructed their identities in relation to governmental requirements for the use of IT in teaching. Teachers from seven government‐subsidised schools in Hong Kong were interviewed about their experiences of using IT in teaching. We frame the reported practices of these teachers as a process of construction of identity, formed in the context of the 'governmentality' supporting current examination‐oriented educational policy. Observing from the perspective of what has been termed 'governmentality' and an ethical framework for self‐formation of personal identity makes it possible to see these teachers' professional identities constructed through the use of IT practices within the contradictory conditions of professional/personal demands, compliance/resistance, school promotion/peer non‐cooperation, advantage/disadvantage in use of IT, use of IT/content and pedagogical knowledge. This study has implications for developing a more supportive and rational environment for the use of IT in teaching, in which more autonomy and identity options—rather than constraints—can be provided for teachers in the digital era. This study also informs practitioners and policy makers in other educational settings experiencing a similar IT boom in teaching. Copyright © 2019 British Educational Research Association.

This paper reports the key findings of a territory-wide review survey on the current development of Information Technology in Education (ITEd) in Hong Kong. 711 schools in different sectors had taken part in this study. Five areas regarding ITEd were reviewed: (1) IT facilities and accessibility; (2) Resources; (3) IT deployment in schools; (4) IT deployment for learning/teaching; and (5) Students' awareness/competency in use of IT. All schools had basic infrastructure to support the development of ITEd while teachers and students were competent to adopt IT in teaching and learning. The present progress of ITEd has posted a solid foundation for further development which aims at developing 21st century skills.
[Copyright © 2011 Asia-Pacific Society for Computers in Education.]

This paper presents a teaching/learning model that utilizes information technology to facilitate critical thinking and collaboration skills in two physical education modules, Adapted Physical Education (28 students), and Motor Learning (27 students), taught at the Hong Kong Institute of Education. The aim of the project was to examine whether three types of asynchronous online activities embedded within the Blackboard Learning Management System enhanced student learning. The effectiveness of these activities was assessed through the number of online interactions, a survey, and selected interviews. Results showed greater online interactions than face-to-face interactions (ranging from 37 to 132 interactions per topic), improved ability to integrate theory with practical settings, and high level of student satisfaction with the online mode of delivery. The study indicated that the creation of alternative learning spaces in the Blackboard Learning Management System is an effective platform to enhance learning through interactive student-centered learning activities beyond the physical education classroom.
[Copyright © 2008 ACESS, Asian Council of Exercise & Sports Science.]

A qualitative research approach which was used to gather data on teachers’ perspectives on Information Technology in Education (ITEd). Data, drawn from three primary schools in Hong Kong uncovered four major themes. First, the definition of ITEd was inconsistent among schools. Secondly, most teachers were concerned about whether or not students could be motivated to learn by using IT. They viewed knowledge enhancement as the main objective when IT was incorporated into their teaching. Thirdly, ITEd was viewed only as one of the events in the movement for education reform in schools. Successful implementation was mainly determined by the perception of principals and veteran teachers. Fourthly, schools used information technology mainly for school administrative purposes in the early stage of the development of ITEd. This study reveals that insufficient consideration was given to the use of information technology for interactive and communicative learning in our case study schools.
[Copyright © 2007 James Nicholas Publishers.]