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  • Conference Papers

    1. Investigating the effect of online collaborative learning on students’ learning outcomes in higher education
    Document Type: Conference Papers
    Conference: The 3rd International Conference on Education and E-Learning (ICEEL 2019) (2019: University of Barcelona, Barcelona, Spain)
    This paper examined the effect of using an online collaborative learning platform on students’ learning outcomes in higher education. An online collaborative learning platform called GMoodle was implemented at The Education University of Hong Kong. To investigate the benefits and drawbacks of online collaborative learning, students were invited to complete the pre‐test and post‐test questionnaires to evaluate their learning outcomes. The quantitative and qualitative studies of 75 undergraduate students were conducted based on the pre‐test and post‐test questionnaires and focus group interviews, and the results showed that students’ learning outcomes especially self‐management skills and collaborative skills were enhanced through the online collaborative activities. In the pilot study, training was provided for in‐service and pre‐service teachers. Most of them reflected that GMoodle is a useful platform for educators to understand students’ learning progress, promote active collaboration and facilitate team teaching across different disciplines. Not only the students but also the teachers benefited from this online learning platform for collaborative learning, fair assessment, and team teaching. Copyright © 2019 The author.
  • Conference Papers

    2. An online evidence-based assessment system to promote collaborative learning in tertiary education
    Document Type: Conference Papers
    Conference: 2019 International Conference on Education and Learning (ICEL) (2019: Osaka International House Foundation, Osaka, Japan)
    Collaboration between students is particularly important in tertiary education because most courses include group activities in which they need to work together to reach a common goal. Unlike individual learning, collaborative learning involves interaction and cooperation. However, it is difficult to assess individual contributions in a group. Teachers usually collect the final product and give the same mark to all members in the group, so this may cause unfair marking and lead to conflicts in case of uneven workload. To encourage student collaboration and provide a reliable assessment system for teachers, we proposed an online evidence-based assessment system called GMoodle (https://gmoodle.eduhk.hk) with the Teaching Development Grant (TDG-T0210) in the Education University of Hong Kong (EdUHK). GMoodle provides the basic functions of Moodle plus customized features including chatroom, Wiki and real-time progress report. It is a centralized platform for students to discuss, share resources and work out the solution together. Detailed reports, such as the number of posts/replies, weekly trend of contribution, ranking in group and class, can be retrieved by both students and teachers. The objectives of this system are to promote active and collaborative learning environment through peer motivation and facilitate an evidence-based assessment for setting assessment criteria and identifying free-riders. GMoodle was launched from September 2018 to April 2019 with 337 users involving 10 courses in IT, Mathematics, English language and law in EdUHK. Quantitative and qualitative data were collected from pre/post-test survey, system log and focus group interviews. The effectiveness of GMoodle on group collaboration and assessment was evaluated by statistical analysis by SPSS using ANOVA and t-test. The results showed that the improvement of problemsolving skills and collaborative skills were statistically significance. Furthermore, decision tree was used to discover interesting
  • Book Chapters

    3. 史實.圖像.教育:以香港教育大學「看動畫.學歷史」計畫為中心
    By: 馮志弘
    Document Type: Book Chapters
    Pages: 67-104
    Year published: 2020
    City published: 香港
    Publisher: 學術專業圖書中心
  • Book Chapters

    4. 初小中文動漫教學:香港教育大學「賽馬會與『文』同樂學習計劃」觀課實踐及分析
    By: 蔡逸寧
    Document Type: Book Chapters
    Pages: 135-164
    Year published: 2020
    City published: 香港
    Publisher: 學術專業圖書中心
  • Books

    5. 多媒體與中國語文及文化教學
    Document Type: Books
    Year published: 2020
    City published: 香港
    Publisher: 學術專業圖書中心
    教學模式和教材應當創新,這種創新是「帶有目的」的,即為了讓學生更好地,並且更快樂地掌握中國語文能力,體會中華文化之美。本書收錄了十篇討論如何在語文與文化教學使用多媒體科技的論文及教材,作者既有香港教育大學人文學院專研語文教育的學者、也包括資深或新晉的前線中、小學老師,期望為學界提供兼備理論基礎和實踐分析的示例,拓闊中國語文教與學的視野,並聯繫香港中國語文教育「知識」、「共通能力」、「價值觀和態度」等核心理念,通過語文教育,呈現中華文化特色。Copyright © 2020 學術專業圖書中心.
  • Journal Articles

    6. How academic leaders facilitate knowledge sharing: A case of universities in Hong Kong
    Document Type: Journal Articles
    Year published: 2020
    Publisher: Emerald Publishing Limited
    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.
  • Journal Articles

    7. Strategic use of technology for inclusive education in Hong Kong: A content-level perspective
    Document Type: Journal Articles
    Source: ECNU Review of Education, 2020
    Year published: 2020
    Publisher: Sage Publications Ltd.
    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).
  • Journal Articles

    8. Trilingual education in Hong Kong secondary schools: A case study
    Document Type: Journal Articles
    Year published: 2020
    Publisher: University of Westminster Press
    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.
  • Journal Articles

    9. Reflective assessment for epistemic agency of academically low-achieving students
    Document Type: Journal Articles
    Source: Journal of Computer Assisted Learning, 35(4), 459-475, 2019
    Year published: 2019
    Publisher: John Wiley & Sons, Ltd.
    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.]
  • Journal Articles

    10. Student satisfaction with learning management systems: A growth model of belief and use
    Document Type: Journal Articles
    Source: British Journal of Educational Technology, 50(5), 2520-2535, 2019
    Year published: 2019
    Publisher: 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.]
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