Beginning teaching is challenging during normal circumstances. Yet, in the summer of 2020, the newly qualified teachers (NQTs) from initial teacher education (ITE) programmes in Hong Kong, as well as many other global contexts, entered schools that were severely disrupted by COVID-19. This qualitative study, through the use of a qualitative online survey, explored the sense of preparedness and first-semester experiences of one cohort of NQTs who graduated from an ITE programme in Hong Kong in the summer of 2020. Findings suggest that the disruptions to their programme and teaching role fundamentally affected their sense of preparedness and defined their first-year experience. Specifically, the NQTs did not feel practically or psychologically prepared to teach online using digital technologies. However, some NQTs reported positive school-based practices that aided their transition. Based on the study's findings, professional digital competence beginning teachers require for online teaching environments, as well as recommendations for ways ITE programmes can help develop this competence, are provided. Copyright ©2021 Routledge.

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents? household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set. Copyright ©2021 SAGE Publications.

The COVID-19 pandemic has created substantial challenges across higher education, requiring academic institutes to conduct all teaching, learning, and assessments remotely online. To obtain a stronger understanding of the opinions of teachers and students in Hong Kong during this period, an anonymous online survey was distributed to all teachers and students at a higher education institute. Overall, 48 teachers and 425 students responded to the survey. This paper specifically analyzes the responses to open-ended questions from the survey to identify key topics and concepts. Open coding was used to obtain key terms, which were further grouped into categories. Results indicated that higher education teachers and students had similar issues (e.g., access to digital devices and software) and benefits (e.g., flexible scheduling and time arrangements) regarding online education. However, some categories were reported as both issues and benefits by teachers and students (e.g., communication/interaction), demonstrating that individual circumstances, abilities, preferences, and experiences, may influence satisfaction levels. Furthermore, results indicated that the delivery of quality online education enforced during a pandemic requires a multi-factorial and tailored approach. The information presented in this study will help higher education institutes to develop, redefine, and re-conceptualize online learning initiatives. Copyright © 2021 The University of Hong Kong - Faculty of Education

Background and aims: The COVID-19 pandemic poses a grim challenge to adolescents' daily life, including schooling and learning, which has great impacts on their mental and behavioral health. This study aimed to test the roles of stress related to schooling and online learning during COVID-19 (COVID-19 stress) in depression and Internet gaming disorder (IGD) among adolescents and the potential mediators of social support, academic stress, and maladaptive emotion regulation based on the framework of Conservation of Resources theory. Sex differences in these associations were further examined. Methods: A school-based survey was conducted among Chinese adolescents in 13 secondary schools in Hong Kong (n = 3,136) from September to November 2020 (48.1% males; mean age = 13.6 years old) using stratified random sampling. Results: The prevalence of probable depression and IGD was 60% and 15%, respectively. Results of structural equation modeling indicated that the proposed model fit the data well (Χ²/df = 7.77, CFI = 0.92, IFI = 0.92, RMSEA = 0.05). COVID-19 stress was positively and indirectly associated with both depression and IGD through social support, academic stress, and maladaptive emotion regulation. Multi-group analyses identified that the associations between COVID-19 stress and academic stress, between academic stress and depression, and between social support and depression were stronger among females compared to males. Discussion and conclusions: Findings highlight the roles of academic stress, poor social support, maladaptive emotion regulation, and sex to understand how disruption and stress caused by COVID-19 increases adolescent depression and IGD. Psychosocial interventions based on these factors are highly warranted. Copyright © 2021 Akademiai Kiado.

This small-scale exploratory study explores the practices and experiences of two experienced Hong Kong Education Bureau Advisory Teachers (ATs) engaged in school-based professional support (SBPS) of teachers during school closure caused the COVID-19 pandemic. It documents the ATs usual practices, conditions for effective SBPS, the effect the pandemic had on their practices, and the specific support they provided remotely during the pandemic. Key findings indicate that effective SBPS requires clear role expectations, a collaborative support approach, building strong relationships and durability. The SBPS model is resilient and allows ATs and teachers to adjust to the evolving situation. ATs have continued to provide support throughout the school closures, something that would not have been possible without the existing SBPS model, relationship cultivated over an extended period of support and available technology. The authors recommend that Education Bureaus explore SBPS as a way to continue supporting teachers during school closures. Copyright © 2021 Taylor and Francis.

Research Findings: This study explored the moderating effect of child competence in independent learning in relations between the amount of learning assignment, length of online learning, and parent satisfaction with children's online learning during COVID-19 imposed class suspension. The data came from an online survey conducted in Hong Kong in February 2020. The respondents were parents (N = 3381, 92.4% mothers) of primary school grades 1–6 students (Primary 1: 801, 24.1%; Primary 2: 739, 22.3%; Primary 3: 578, 17.4%; Primary 4: 547, 16.5%; Primary 5: 406, 12.2%; Primary 6: 250, 7.5%, 60 missing) who engaged in online learning during class suspension. The findings showed that both the length of online learning and the amount of assignments were related to parents' satisfaction, but these relations were qualified by the children's competence. Positive relations were found only among children who were rated as more competent in engaging in online learning independently. Practice or Policy: Together, the findings suggest that in designing online learning, consideration of children's ability to complete such learning independently will help increase parents' satisfaction. Copyright © 2021 Routledge.

This study explored parents' views on kindergarten and primary school students' distance learning experience and support needed as well as the amount of time children spend on screen media at home during COVID-19 class suspension. Between February 19 and 22, 2020, three weeks after classes were suspended in Hong Kong, responses from 6,702 parents (93% mothers) of kindergarten students and primary school students were collected via an online survey. Research Findings: Three major findings emerged: (a) Most children encountered difficulties in completing distance learning tasks at home, with major difficulties being children's lack of learning interests and home environment related limitations. Most children were not able to complete the learning tasks independently; (b) More parents without online learning were dissatisfied with distance learning during class suspension than those with online learning. Parents wanted more interactive online learning to facilitate children's learning during class suspension and desired better learning support from schools, flexible work arrangements, and government subsidies; (c) There was a high usage of electronic devices without parental mediation during class suspension. Practice or Policy: Together, the findings have important policy and pedagogical implications for delivering a distance learning curriculum and working with families during class suspension. The findings also suggest the need for schools to work on a balance of types of learning during class suspension by introducing diversified on- and off-line activities as well as supporting parents in navigating children's screen time. Copyright © 2021 Routledge.

The COVID-19 pandemic has brought a tremendous impact on the pedagogy and learning experience of students in sub-degree education sector of Hong Kong. Online learning has become the “sole” solution to deal with student learning challenges during this chaotic period. In this study, we explore online learning for sub-degree students by using a community of inquiry (CoI). As such, confirmatory factor analysis (CFA) was conducted on survey data gathered from 287 sub-degree students from the business and engineering disciplines. Results indicated that the network speed for online education determines the perceived cognitive presence, social presence, and teaching presence of students, whereas gender and academic disciplines of students are not moderating factors that create a significant difference in perceived cognitive presence, social presence, and teaching presence of students. Our study findings for creating and sustaining a purposeful online learning community are highlighted. Copyright © 2021 Lau, Tang, Chau, Vyas, Sandoval-Hernandez and Wong.

COVID-19 and the shift to online teaching necessitated a change in approach for English for Academic Purposes (EAP) teachers in preparing their students for university studies. This study explored how EAP instructors coped with and adapted their provision for emergency remote teaching. The study was conducted at an English-medium university in Hong Kong and a qualitative case study approach was adopted. The results revealed two overarching themes of opportunity and challenge. While the sudden shift to online teaching forced innovation and fostered collaborative learning and feedback, teachers experienced difficulties in communicating with students and monitoring their learning. The study voices teacher perspectives in delivering EAP courses online and highlights important implications for the successful delivery of future online EAP provisions. Copyright © 2021 by the authors.

This paper intends to study the beginning stages oftechnology adoption during distance learning in early childhood education (ECE) and focus on digital tools and equipment used during this period. We circulated a questionnaire to a representative group of teachers, seeking to find out more about teacher and school preparedness, strategies to provide distance education, and teachers' experiences while making this transition. Findings from survey results and interviews from forty-three teachers indicate that technological factors are strongly linked to school readiness. Teachers do not have pedagogical techniques for the current distance education learning environment. The pedagogical implications of these specialised tools were discussed. Four different pedagogical practices are central for distance education in a crisis and several difficulties encountered during the process. Although being prepared to ensure the continuity of education was challenging, schools and teachers found ways to overcome the obstacles. Results build on previously reported findings regarding school closure during virus outbreaks, and they may serve as guidance for teachers and school leaders as they move into technology adoption in ECE education. This research can also help create emergency response educational plans for kindergartens and provide an excellent historical record. Copyright © 2021 The 16th International Conference on Computer Science and Education.