During the COVID-19 pandemic, many online lessons for emergency remote teaching (ERT) were recorded. However, little is known about how these recordings can be reused as resources for students' active learning. This study aimed to design a post -video learning approach that uses recorded videos of lessons to remediate students' learning losses associated with the pedagogical challenges of ERT. Two classes (54 students in total) with two teachers of general studies and mathematics in a Hong Kong primary school participated in a quasi -experimental study in which they used an approach integrating video selection, visualizations of classroom dialogues, a discussion forum, and quizzes for 10 weeks. After the intervention, the students' mathematics knowledge had improved significantly relative to a comparison group, while the general studies class did not show significant changes. Eight students and two teachers were interviewed about their experiences with the post -video learning approach. The approach appeared to be a pedagogically meaningful way of engaging students in active learning activities and addressing the challenges raised by ERT by recycling recorded lessons. The results of this study also suggest that recorded lessons can be useful learning materials beyond tertiary education as they cater to younger learners' needs in video -based learning by, for example, segmenting class videos, using visualization for easier viewing, and including discussion forums and quizzes for enhanced interaction. The design implications of using video segments and visualized representations of classroom interactions as learning materials and how to foster knowledge co -construction through forums and quizzes are also discussed. Copyright © 2024 International Forum of Educational Technology and Society .

This study discusses changes in the student learning strategy during the COVID-19 pandemic. It first provides a validation study with an exploratory factor analysis. A survey based on the Learning Process Questionnaire (LPQ) and Study Process Questionnaire (SPQ) by Biggs (1987b) and the Inventory of Learning Styles (ILS) by Vermunt (1992) was sent out to 237 sub-degree students in a Hong Kong tertiary institution. Four factors, namely the choice of subjects, study methods and contents, the seeking of teachers' support, and the sense of competition, are found to be important in determining students' approaches in online learning environment. The results reveal that students' approaches to online learning fit into the traditional learning approaches. However, contradicting previous research that teachers are not accountable for students' deep learning in online courses, our finding suggests that the importance of course instructors has increased when students shifted to online learning during the pandemic. Copyright © 2024 Inderscience.

Doctoral students and apprentices are much alike. Doctoral students are treated as junior academic scholars. They must follow and learn different knowledge and research skills from their senior academic scholars, mainly supervisors and other congenial faculty members within the department. During the process, reflectivity is one of their vital self-fulfilment tools to elucidate, contemplate, ruminate, and then internalize all the given prescriptions. By adopting communities of practice as a theoretical framework, this article has employed an auto-ethnographical approach aimed at reflecting the author's lived research experiences as a doctoral student in Hong Kong. By revealing the journeys of accommodating reflexivity, this article argues that, apart from senior members within the communities of practice, cultivations of reflexivity are also feasible from beyond the communities. This article will contribute to levels like doctoral supervision and the fulfilment of doctoral students. Copyright © 2024 SAGE Publications Ltd.

Purpose: Many master's students enrol in coursework-based programmes to improve their professional knowledge and skills for the job market. Most studies of employability in higher education focus on undergraduates rather than master's students, although the number of master's students worldwide has increased significantly in recent years. This study explores the factors involved in the perceived employability (PE) of master's students in Hong Kong. Design/methodology/approach: The authors first proposed a conceptual model of PE based on the social cognitive career theory. Using survey data from 786 master's students in Hong Kong, the authors applied descriptive statistics and an ordinary least squares (OLS) regression to address the following research questions: How do master's students gauge their PE? How do person, learning and environment variables influence the PE of master's students? Findings: The authors found that PE is influenced by students' approaches to learning and their institutional career support.Originality/value: Few studies examined whether students' learning experiences during the master's programmes influence their employability. This study highlights the importance of learning experiences and career support in coursework-based master's programmes for enhancing graduate employability. Copyright © 2024 Emerald Group Publishing.

In recent years, there has been a rapid expansion of master's education worldwide. Using a mixed methods research design, this paper explores the factor structure of students' motivation for pursuing a master's degree and their changing expectations of its returns, with a focus on mainland Chinese students in Hong Kong. We first distributed an online survey to students enrolled in various kinds of coursework-based master's programmes; we collected 302 responses. The survey data were subjected to an exploratory factor analysis from which four factors emerged: positional advantage, educational pursuit, intrinsic motivation, and career progression. Twenty-six interviewees participated in follow-up, semi-structured interviews. The content analysis of the interview data corroborated and supplemented the interpretations of the exploratory factor analysis. The declining expectations of economic returns upon graduation suggest that master's degrees were not necessarily viewed as guaranteeing career progression. Furthermore, students' changing expectations of non-monetary returns, including social benefits and self-growth as viewed retrospectively, contributed to students' overall satisfaction level on master's education. The study has implications for understanding and responding to the increasing demand for master's education and rethinking the value of master's education. Copyright © 2024 Springer.

Purpose. Online teaching was adopted in Hong Kong and many other places worldwide in compliance with the lockdown protocol during the COVID-19 pandemic. This research explores factors affecting the effectiveness of primary students' online learning as measured by students' responses to a questionnaire designed for this study. Method. 1,810 students from primary schools in Hong Kong from 15 out of 18 districts in Hong Kong completed the questionnaire in 2023. A Questionnaire was developed for this study to measure four factors, namely, family support in providing hardware and software to students, students' technology competence in using computers or iPads for learning, students' engagement in online learning, and online learning effectiveness. Confirmatory Factor Analysis showed that the questionnaire was reliable and valid. Structural Equation Modeling was used to test the hypotheses. Findings. The findings showed that family support in providing hardware and software and students' technology competence significantly affect students' engagement during online learning, and students' engagement significantly positively affects online learning effectiveness. Implications for Research and Practice. The study can cast light on the important relationships of family support and students' technology competence on students' learning engagement and online learning effectiveness. Furthermore, online teaching can be effective for primary students if sufficient support can be available. Copyright © 2024 Ani Publishing.

In the post-pandemic period, an increasing number of students have been using online learning environments, as students find them more convenient and feel less academic pressure. However, some students are comparatively disadvantaged due to their lack of access to a fast network or a powerful computer to attend online classes. Consequently, students may feel isolated due to their lack of internet connectivity. Based on conservation of resources theory, we aim to provide empirical evidence that various forms of student interaction in online learning classes mitigate negative psychological outcomes, such as distress and anxiety problems. A single-stage cluster sampling design was used for data collection. An online survey of 422 university students in Hong Kong was conducted in 2022; the students participated in online learning classes during the year. Partial least squares structural equation modelling was used for data analysis. The results showed that student-teacher, student-student and student-content interactions can reduce students' psychological distress by reducing their performance and technology anxieties in online learning environments. Practical performance and technology anxieties served as partial mediators of the association between online class interactions and psychological distress. Interaction did not have a direct effect on psychological distress. When using blended or online teaching and learning modes, more interaction should be promoted. For example, group exercises can be introduced by teachers during tutorials to enhance student-student interaction, teachers can use polling exercises to encourage student-teacher interaction and virtual reality environments can be introduced during classes to enhance student-content interaction. Copyright © 2024 Springer.

This study inquires into the experiences of 15 doctoral students from universities in the United Kingdom and Hong Kong to examine the factors that contribute to publishing first-authored academic papers and explores their self-perceptions of their scholarly identities. Using Leadership for Learning as a theoretical framework, the research findings show that successful academic publishing is underpinned by powerful learning experiences, the sharing of leadership and a shared sense of accountability. The study demonstrates that student agency, which links leadership and learning, is manifested through purposeful action, relational engagement and self-transformation. The research results acknowledge the unequal power dynamics in different research collaborations and reveal that doctoral students' identity development is interlinked with a passion for research, strong learning experiences, the way that others position themselves and autonomy. The study highlights the need for robust learning experiences, tailored support for academic publishing and leadership development opportunities that facilitate academic collaborations. Copyright © 2024 Routledge.

This study aimed to explore ESL teachers’ perceptions of online teaching during the COVID-19 outbreak in Hong Kong. A qualitative multiple-case study approach was employed, focusing on the online teaching experiences of three teachers in primary school contexts. Through semi-structured interviews and thematic analysis, rich data were collected and analysed. The findings revealed five prominent challenges faced by the teachers, including inadequate infrastructure, limited technical support and training, classroom management issues, teachers’ limited technological pedagogical content knowledge (TPCK) in ELT, students’ unreadiness and lack of parental support. The study also identified three opportunities arising from online teaching, such as changes in teachers’ attitudes and beliefs in technology, opportunities for teacher learning and experimenting with online teaching practice for pedagogical innovations. Despite the significant challenges encountered, the teachers perceived the online teaching experiences as opportunities to enhance their teaching competence with technology. This study has substantial implications, calling for strategic governmental measures to improve online learning in schools, highlighting the need to integrate technology-focused pedagogies into teacher education, revising outdated school curriculums to enhance students’ digital literacy, providing financial support for disadvantaged students, encouraging parental involvement in online learning and fostering collaborative professional learning communities to enhance English teachers’ TPACK. Copyright ©2024 Taylor & Francis.

This study reports on a collaborative research project initiated in 2022 by the authors based in Hong Kong and the Philippines. The overarching goal is to review and assess the impact that the prolonged use of technology for teaching has had on K-12 teachers. Through a narrative inquiry, the study seeks to encapsulate teachers' online teaching experiences: its efficacy, challenges, impacts on teaching, and other relevant issues. These narratives are compared against the backdrop of access to technology in Hong Kong and in the Philippines, as there are immense differences in IT infrastructure. It was found that technological advancement and preparedness did not guarantee smooth delivery of online teaching. In contrast, teachers' own personal circumstances, workload, stress, and mental wellbeing tend to have a much greater impact on themselves and their work. Copyright ©2024 IGI Global.