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Conference Papers
31. Academics' experiences of teaching Australian 'non-local' courses in Hong Kong

By: Evans, Terry; Tregenza, Karen

Document Type: Conference Papers

Year published: 2002

City published: Melbourne

Publisher: Australian Association for Research in Education

Conference: Australian Association for Research in Education (AARE). Conference (2002: Brisbane)
This paper reports on some research from an ARC funded project conducted by the authors into the ways in which Australian universities establish collaborations with partners in Hong Kong and Papua New Guinea to offer courses in those countries. The research used principally qualitative methods (interviews, observations, document collection and analysis) to develop case-studies of a range of partnerships in Hong Kong. The project commenced in 1999 and is in its final stages. The paper discusses the experiences of staff who developed, administered and taught courses offered in Hong Kong by Australian institutions in partnership with a local provider. It presents and discusses findings on their reasons for working 'off-shore' in Hong Kong, their engagement with local staff and students, and their experience of Hong Kong students' coping with Australian curricula, pedagogies and assessment.
[Copyright of Australian Association for Research in Education (AARE) at http://www.aare.edu.au]
Conference Papers
32. Audience response systems in practice: Improving Hong Kong students' understanding of decision support systems

By: Banks, David A.; Monday, Ann

Document Type: Conference Papers

Pages: 61-70

Year published: 2006

City published: Sydney

Publisher: Sydney University Press

Conference: Australasian Society for Computers in Learning in Tertiary Education. Conference (2006: Sydney)
There will almost always be a number of students who are reluctant to actively contribute in face-to-face learning situations because they are shy or are culturally concerned about potential loss of face. Audience Response Systems (ARS) are part of a technology that, principally through its feature of anonymity, offers the opportunity for all students to safely contribute in face-to-face learning situations via individual keypads. Greater feedback from a group of learners poses benefits for both learner and teacher. For the teacher it can help identify areas where student understanding may be weak or incorrect and thus allow appropriate feedback to be applied. For the learner it allows them to see how fellow students are coping and to gauge their own relative performance. This paper reports on the use of an ARS with a group of students in Hong Kong studying a second year undergraduate decision support course. The ARS was used to provide process support for a revision session that explored decision support systems (DSS) and decision making and also to gather some details about the students as a population of learners.
[Copyright of Australian Society for Computers in Learning in Tertiary Education (ascilite) at http://www.ascilite.org.au]
Conference Papers
33. Can PBL work for surface students?

By: Chu, K. C.; Lai, Patrick

Document Type: Conference Papers

Year published: 2000

City published: Queensland

Publisher: ASET & HERDSA

Conference: ASET / HERDSA 2000 Joint International Conference (2000: University of Southern Queensland)
Graduates need to be able to acquire transferable skills so as to enable them gain employment in the treacherous and unpredictable environment of today's world. As educators in the higher education sector, how are we going to engage all students in the deep learning process so that they could resolve problems themselves? This paper delimits the exploration and evaluation of problem-based learning (PBL) and its effects on student learning. In this study, the original pure PBL model is modified and developed into a form that is suitable to both deep and surface students in a Higher Diploma engineering course of Hong Kong Institute of Vocational Education (Tsing Yi). This PBL model started with a problem at the beginning of the term given to a group of students. Then, a variety of teaching and learning modes which included lectures, tutorials, group discussion, and presentation were used to facilitate students to solve the problem. Promising results gathered from summative test and student interview show that this modified PBL model is suitable to students of both learning approaches. This PBL model is worthwhile for further investigation to improve the quality of student learning and problem solving skill to survive in this fast changing society.
[Copyright of Australian Society for Computers in Learning in Tertiary Education (ascilite) at http://www.ascilite.org.au]
Conference Papers
34. An exploratory study on the operation of videoconferencing in bi-national tutorials

By: Meulenberg, Paul; Rees, Murray

Document Type: Conference Papers

Year published: 2004

City published: Australia

Publisher: ANZMAC

Conference: Australian and New Zealand Marketing Academy. Conference (2004: Wellington)
- EdLink
Conference Papers
35. A multidimensional approach to accommodating cultural differences in transnational education

By: Miliszewska, I.

Document Type: Conference Papers

Pages: 163-171

Year published: 2008

City published: Armidale NSW

Publisher: Centre for Higher Education Management and Policy, University of New England

Conference: Australian and New Zealand Comparative and International Education Society. Conference (2007: University of Auckland,New Zealand)
- EdLink
Conference Papers
36. Case scenarios as backbone to learning and assessment to promote higher order thinking of students in a large engineering PBL class

By: Lai, P.; Chuen, C. W.

Document Type: Conference Papers

Pages: 207-221

Year published: 2001

City published: Callaghan NSW

Publisher: Australian Problem Based Network

Conference: Asia Pacific Conference on Problem Based Learning (2001: Yeppoon Qld)
- EdLink
Conference Papers
37. Case studies of online assessment

By: O'Reilly, Meg; Bennett, Sue; Keppell, Mike

Document Type: Conference Papers

Pages: 519-526

Year published: 2005

City published: Brisbane

Publisher: Dept of Teaching and Learning Support Services, Queensland University of Technology

Conference: Australasian Society for Computers in Learning in Tertiary Education (ASCILITE). Conference (2005: Brisbane)
This paper outlines the progress to date of a project to compile, analyse and share examples of innovative online assessment activities using; online testing; teamwork and collaboration; simulations and role plays, and dialogue with experts and across cultures. The aim of this research is to provide teaching academics and educational developers with examples of assessment strategies that have been successfully applied in higher education, and to derive a number of key principles about online assessment that will be useful for future research. The project involves case studies from two Australian universities, which have been used to develop an initial set of eight exemplars and analysed to identify commonalities and differences. In the next phase of the project, these will be shared with teaching staff from two Hong Kong Universities, who will be asked to assess the applicability of the assessment designs and approaches to their teaching contexts.
[Copyright of Australian Society for Computers in Learning in Tertiary Education (ascilite) at http://www.ascilite.org.au]
Conference Papers
38. Challenges in evaluating Hong Kong students' perceptions of Moodle

By: Kennedy, David M.

Document Type: Conference Papers

Pages: 327-336

Year published: 2005

City published: Brisbane

Publisher: Dept of Teaching and Learning Support Services, Queensland University of Technology

Conference: Australasian Society for Computers in Learning in Tertiary Education (ASCILITE). Conference (2005: Brisbane)
The open source learning management system (LMS), Moodle, has been adopted by many people and organisations around the world because it offers a tightly integrated set of tools said to be designed from a social constructivist perspective. However, what advantages does Moodle really offer over other commercially available LMSs such as Blackboard, from the perspective of the lecturer or the student? In this study, Moodle was used in five teacher education classes in Hong Kong in a variety of ways. The experience of these classes was evaluated by institutional evaluations of teaching and a questionnaire specific to the use of Moodle. The results indicated only a partial preference for Moodle over Blackboard. Implications for pre-service teachers are discussed.
[Copyright of Australian Society for Computers in Learning in Tertiary Education (ascilite) at http://www.ascilite.org.au]
Journal Articles
39. Understanding transnational MBA students' instructional communication preferences

By: Bambacas, Mary; Sanderson, Gavin; Feast, Vicki; Yang, Song

Document Type: Journal Articles

Source: Journal of International Education in Business, 1(1), 15-28, 2008

Year published: 2008

Publisher: University of South Australia, School of Management
- EdLink
Journal Articles
40. Re-construction of learning space for design education

By: Siu, K. W. M.

Document Type: Journal Articles

Source: Design and Education, 8(1), 20-28, 2000

Year published: 2000
- EdLink

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31. Academics' experiences of teaching Australian 'non-local' courses in Hong Kong

32. Audience response systems in practice: Improving Hong Kong students' understanding of decision support systems

33. Can PBL work for surface students?

34. An exploratory study on the operation of videoconferencing in bi-national tutorials

35. A multidimensional approach to accommodating cultural differences in transnational education

36. Case scenarios as backbone to learning and assessment to promote higher order thinking of students in a large engineering PBL class

37. Case studies of online assessment

38. Challenges in evaluating Hong Kong students' perceptions of Moodle

39. Understanding transnational MBA students' instructional communication preferences

40. Re-construction of learning space for design education

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Search for books, chapters, journal articles and reports.

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Education Categories

Authors

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Level

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Document Type

Source

Region

Period

31. Academics' experiences of teaching Australian 'non-local' courses in Hong Kong

32. Audience response systems in practice: Improving Hong Kong students' understanding of decision support systems

33. Can PBL work for surface students?

34. An exploratory study on the operation of videoconferencing in bi-national tutorials

35. A multidimensional approach to accommodating cultural differences in transnational education

36. Case scenarios as backbone to learning and assessment to promote higher order thinking of students in a large engineering PBL class

37. Case studies of online assessment

38. Challenges in evaluating Hong Kong students' perceptions of Moodle

39. Understanding transnational MBA students' instructional communication preferences

40. Re-construction of learning space for design education

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