Purpose - The objective of this study is to investigate the factors of two sub-processes – knowledge donating and knowledge collecting – of knowledge sharing in Hong Kong higher education context. This study examines the individual factors, organizational factors and technology factor of knowledge sharing. Individual factors include enjoyment in helping others and knowledge self-efficacy while organizational factors refer to the top management support, organizational rewards and organizational culture. The use of technology system is proposed to be the technology factor.Design/methodology/approach - Based on the literature review, this study develops a structural model representing the impact of six latent variables on knowledge donating and knowledge collecting processes Data from a questionnaire survey of 166 respondents from academics from Hong Kong higher education sector was used to analyze the model. PLS-SEM was adopted in this study.Findings - The result of the data analysis suggests enjoyment in helping others has a positive impact on both knowledge donating and knowledge collecting. For organizational factors, a trust and collaborative culture enhance both the sub-processes. The technology factor only contributes to the knowledge donating process. Several practical implications are provided to high education leaders, for instance, by establishing a trust and collaborative environment, academics are more eager to donate and collect knowledge.Originality/value - This paper provides insights for researchers to further understand how individual, organizational and technology factors affect two sub-processes of knowledge sharing. On the practical side, this study validated several critical factors to successful knowledge donation and knowledge collection. Copyright © 2020 Emerald Publishing Limited.

Purpose: A growing body of research has focused on the topic of inclusive education for ethnic minorities in Hong Kong. At the same time, few scholars have explored the role technology can play in enhancing inclusivity within the context of quality education. This study examines how the differentiated use of technology that takes into account disparities in prior knowledge can benefit students of different learning backgrounds.Design/Approach/Methods: This study adopted an experimental design to investigate how content-specific and content-neutral technologies can be strategically used to support the classroom discussions of Chinese and ethnic minority students' learning Chinese language and mathematics. One hundred and twenty-one secondary school students participated in the study. Each student was randomly assigned to a condition, in a 2 (ethnicity: Chinese vs. ethnic minority) × 2 (content: content-specific first vs. content-neutral first) design.Findings: The study found that (a) for Chinese language lessons, ethnic minority students preferred to learn with content-neutral and content-specific technologies in prediscussion and postdiscussion activities, respectively; whereas the Chinese students' preferences were the opposite and (b) for mathematics lessons, both groups of students performed better when content-specific and content-neutral technologies were used in prediscussion and postdiscussion activities, respectively.Originality/Value: The study presents five practical suggestions for the strategic use of technology in inclusive classrooms in Hong Kong. Copyright © 2020 The Author(s).

Since 1997, the Hong Kong government adopted a ‘biliterate and trilingual’ language policy, aimed at developing biliterate (written Chinese and English) and trilingual (Cantonese, Putonghua and English) citizens. However, Hong Kong secondary schools did not have an agreed approach for this policy implementation, and the Medium of Instruction (MOI) arrangements have been controversial. In response, the government decided to fine-tune MOI arrangements for secondary schools in 2009, allowing them the flexibility to decide on appropriate MOI arrangements. This paper reports on a case study of the trilingual education approach of a Hong Kong secondary school after the introduction of the fine-tuning policy. Research methods employed include questionnaire surveys, interviews and analysis of recorded lessons. Research findings suggest that various factors need to be considered when adopting a trilingual education approach. First, students found it more appropriate to use Cantonese than Putonghua as the MOI for teaching Chinese Language, and the effectiveness of using Putonghua as the MOI (PMI) was questioned by Chinese Language subject teachers and the principal. Second, although some subjects such as Integrated Science and Mathematics were taught using English as the MOI, mixed code is prevalent in classroom teaching. Third, the importance of using the mother tongue in teaching is emphasised. It is hoped that this study will shed light on how trilingual education can be implemented effectively in secondary schools. Copyright © 2020 University of Westminster Press.

This study aimed to examine the role and process of reflective assessment supported by the Knowledge Connections Analyzer in helping low academic achievers to develop epistemic agency in knowledge building. The participants were 33 ninth-grade low achievers from a visual arts course in Hong Kong. A comparison class of 33 students, taught by the same teacher and studying the same topics in a regular knowledge-building environment, also participated. Qualitative tracing of students' online discourse showed that reflective assessment can help low achievers develop high-level epistemic agency. Qualitative analysis of the students' prompt sheets revealed that reflective assessment encouraged low achievers to set knowledge-building goals, collectively and continuously analyse and reflect on their inquiry and ideas, and generate actions to address identified gaps, thus helping them engage in high-level epistemic agency. The study results have important implications for designing technology-rich environments that support learners and offer insights into how teachers can help learners develop epistemic agency.
[Copyright of Journal of Computer Assisted Learning is the property of John Wiley & Sons, Ltd.]

Learning management systems (LMSs) have been launched in universities and other schools. However, because the use of such technology in schools is relatively new in the blended context, it is essential to understand whether students will accept and continue to use it. In this study, longitudinal latent growth modelling was used to examine the relationship between changes to LMS use and belief, and satisfaction with LMS among 1179 students, mostly between 12 and 13 years old, from 25 Hong Kong schools. Both LMS use and belief had positive linear growth over time. We observed individual differences in the students' initial level of belief and the rate at which their belief changed. In addition, individual differences in the students' initial level of LMS use were observed. However, there were no individual differences in their rate of change for LMS use. The initial level of belief and increased LMS use were directly associated with system and learning satisfaction with LMS. Changes to LMS use mediated the relationship between changes to beliefs and system and learning satisfaction with LMS.
[Copyright of British Journal of Educational Technology is the property of John Wiley & Sons, Ltd.]

Gamified Authentic Mobile Enquiry in Society (GAMES) is a GPS-supported mobile application for gamifying social enquiry learning in outdoor environments. Teachers are always the "educational innovation gatekeepers" in schools. This paper reports on a 3-year study in which the Stages of Concern model was employed as a quantitative diagnostic instrument to continuously understand and address the emerging concerns of 91 social humanities teachers (from 91 high schools in Hong Kong) about adopting GAMES in their teaching practice. With adequate interventions for addressing the participants' ongoing needs, their peak categorical concern shifted initially from "Management" (in Year 1) to "Consequence" (in Year 2), and finally to "Refocusing" (in Year 3). The results reveal that the participants largely intended to go on harnessing GAMES to facilitate outdoor social enquiry learning in their schools. This work provides the field with profound strategic insights into sustaining technological innovations in schooling from the perspective of teachers--an important stakeholder of education.
[Copyright of British Journal of Educational Technology is the property of John Wiley & Sons, Ltd.]

This paper investigates the experiences of two international students with different linguistic backgrounds in a university in Hong Kong, with particular attention to the role of language in their identity negotiation during their transnational studies. Based on their contrasting narratives, the study revealed that the two students’ identity negotiation experiences appeared to be shaped by their different language competences, which were valued differently in the academic and social contexts within the university. It was found that the degree of (in)compatibility between their language competences and the norms and expectations associated with the academic and social contexts within the university context impacted on their negotiation of fuller forms of participation and their construction of desirable identities. Furthermore, the two students’ different language ideologies and their different abilities to exercise agency in mobilising their linguistic capital in exchange for other forms of capital were found to mediate their identity negotiation and transformation. Copyright © 2019 British Association for International and Comparative Education.

Drawing upon the multifaceted construct of motivation and engagement, this study used the adapted Motivation and Engagement Scale for University/College Students (MES-UC) (Martin, 2007, 2008b, 2012) to examine English-majored undergraduate students' motivation and engagement in Chinese English as a foreign language (EFL) writing classes. A sample of 1190 students from 35 Chinese universities participated in this study. Results showed that students were generally motivated to write in English and engaged in the second language (L2) writing courses. Individual differences (Le., gender, grade, region, colleges' prestige, and colleges' profession) in L2 writing motivation and engagement also were identified. Three distinct profiles of L2 learners' motivation and engagement were identified: the "Motivated and engaged", the "Ambiguously motivated and engaged", and the "Ambivalently motivated and engaged" L2 writers. The findings shed new light on the nature of Chinese English-majored undergraduates' motivation and engagement in EFL writing contexts.
[Copyright of Studies in Educational Evaluation is the property of Elsevier Ltd.]

This study examined (1) differences in background, integrative/instrumental motivation, learning approach, leaning strategy and proficiency in second language (L2) and (2) the determinants of learning outcomes between Hong Kong and Mainland (Chinese) students. To achieve this, a questionnaire survey was distributed to 773 s language learners across four universities in Hong Kong and Mainland China to students in Bachelor of Education (English Language) programmes. The results showed that L2 proficiency was the strongest predictor of learning outcomes for Hong Kong and Mainland students, while integrative motivation was also a significant predictor of learning outcomes in both sample groups. In addition, instrumental motivation, deep approaches, and learning strategies were found to be significant predictors of learning outcomes for Mainland students. Mainland students demonstrated lower levels of motivation, learning approaches, learning strategies, L2 proficiency, as well as learning outcomes relative to Hong Kong students. Implications for curriculum design, classroom teaching and assessment, and future research are discussed in the paper.
[Copyright of Educational Studies is the property of Routledge.]

The applications of technology-enhanced learning spaces have become a topical subject of research, with many studies conducted on the impact of technology-enhanced learning spaces on students' learning; however, only a small number of these focus on how the spaces affect students' learning. This article will elaborate on how technology-enhanced learning spaces facilitate the learning of students and explain in detail the impact of such spaces on them. Interviews were conducted with 48 postgraduate students who had experienced learning in technology-enhanced learning spaces. The interview data were analysed using the grounded theory approach and a theoretical model was proposed for the process of student learning in technology-enhanced learning spaces. The results demonstrate that three factors: academic motivation, extension of time and space, and externalization and expression, can facilitate student engagement in learning in technology-enhanced learning spaces. In addition, student characteristics is an influential factor in student engagement, while pedagogies also determine the effectiveness of these spaces.
[Copyright of Asia Pacific Journal of Education is the property of Routledge.]