Designing effective strategies for developing higher education students’ competencies, such as creativity and entrepreneurship, is crucial for their survival and self-realization in the technology-rich 21st century. This study is important as it addresses a significant research gap by designing and implementing self-determination theory (SDT)-guided case-based instruction (CBI) to enhance digital learners’ creativity and entrepreneurship. A class of 34 master’s students in a taught programme focused on digital learning and technology at a public university in Hong Kong participated in the study. First, the students took a pre-test to assess their creativity and entrepreneurship. They then experienced a 13-week course designed using SDT-guided CBI. After the intervention, they completed a post-test on their creativity and entrepreneurship. Additionally, the researchers conducted interviews with 10 participants. These processes allowed the researchers to evaluate the effectiveness of the SDT-guided CBI learning activities and to gather participants’ suggestions for improving the design. The results of a repeated measures analysis of variance indicated the feasibility of SDT-guided CBI. Significant improvements in creativity were observed from the pre-test to the post-test, from the pre-test to the mid-test, and from the mid-test to the post-test. Meanwhile, students’ entrepreneurship significantly increased from the pre-test to the post-test, although the increases from the pre-test to the mid-test and from the mid-test to the post-test were slight and did not reach a significant level. From the qualitative data, students provided suggestions such as selecting effective case studies, using entrepreneurs’ stories, supporting entrepreneurial experiences, promoting technology-enhanced learning, and advocating for collaborative learning to improve the design. The findings imply that SDT-guided CBI has the potential to continually enhance students’ creativity and entrepreneurship

Prior research in Applied Linguistics has explored how teachers mobilise diverse resources in order to make connections between the students' out-of-school knowledge and experiences and the abstract content knowledge. Nevertheless, how teachers can transcend the boundaries of disciplinary knowledge by incorporating relevant content knowledge from other academic subjects to facilitate students' learning of new content knowledge is a topic that is under-researched in the field. Adopting translanguaging as an analytical perspective, this study examines how the creation of a translanguaging space can afford opportunities for an English-Medium-Instruction (EMI) teacher to connect content-related knowledge for supporting students' learning of new historical knowledge in EMI Western History classrooms. The data is based on a larger linguistic ethnographic project in a Hong Kong EMI secondary Western History classroom. Multimodal Conversation Analysis is used to analyse the classroom interaction data. The classroom interaction data is triangulated with the video-stimulated-recall-interviews that are analysed with Interpretative Phenomenological Analysis. This paper argues that a translanguaging classroom space can be ­created for activating students' prior learnt subject knowledge for ­supporting students' learning of new academic knowledge. Such a translanguaging space provides opportunities for classroom participants to not only engage in fluid language practices, but also encourages the teacher and students to bring in multiple epistemologies that help students understand new academic knowledge in a new classroom interactional context. Copyright ©2024 Routledge.

Aim/Purpose: This article aims at the critical present: to serve a constructive purpose in the current COVID-19 crisis by presenting practice driven pedagogical strategies for online learning and teaching. It acknowledges the multitude of challenges faced by educators through the delivery of online instructional strategies for schools.Background: The development of information technology enables online learning and blended learning to be increasingly popular in extending students’ learning opportunities. Technology-enabled learning approaches make students’ learning more flexible and personalized. In Hong Kong, one of the first few cities where the COVID-19 pandemic outbreak was first reported, school classes have been suspended since the end of Lunar New Year on February 3, 2020.Methodology: This research used a qualitative method of multiple case analysis to explore how three educators from primary, secondary, and tertiary institutes employed various strategies to offer learning and teaching as usual. Naturalistic inquiry was used to observe, describe, and interpret the “lived experiences” of the three educators and the perceptions of stakeholders.Contribution: Since early February 2020, school classes have been suspended amid the COVID-19 pandemic in Hong Kong, one of the first cities where the coronavirus outbreak was first reported. This timely article overviews effective practices with the use of online learning technologies to support academia from around the world to achieve teaching and learning in an online environment.Findings: Results indicate that meaningful cognitive activities rely on teachers’ leading role to build a blended approach that combines the advantages of asynchronous and synchronous methods in order to facilitate social interaction among students. Furthermore, our research has revealed that educators are likely to perceive three non-teaching challenges on a rapid blended transition of the learning – digital divide, data privacy, and professional

Developing intercultural competence plays an essential part in language learning. This resonates with Halliday’s (1978) apt observation that culture provides meaning to language-in-use. Intercultural competence is a complex concept, including dimensions such as attitudes, knowledge, skills, and awareness (Byram, 2009). Cultivating students’ intercultural competence has become one of the objectives of language teaching, and a range of courses has been designed and conducted for preparing students to take an active part in the global world. As more college students are willing to work in multinational corporations or study abroad, language teachers play an important role in providing students with more opportunities to enhance their intercultural knowledge and skills.Based on Byram’s (1997) intercultural competence model and guided by the intercultural language teaching approach proposed by Liddicoat (2003; 2013), the researcher developed a course that seeks to cultivate students’ intercultural competence in four dimensions, attitudes, knowledge, skills, and awareness. One class of second-year English major students took part in the 12-week course with another class as the control group. During the course, students experienced a process which involved noticing, comparing, and reflecting through various intercultural activities. This study employed a range of methods including questionnaire, interview, and reflective journals, and it was found that students’ intercultural competence was improved, and the course showed significantly positive influence on the cultivation of students’ attitudes, facilitation of cultural knowledge acquisition, and the development of intercultural skills and awareness. Further analysis led to identification and detailed discussion of a range of aspects of the four dimensions of intercultural competence such as willingness to explore otherness and enriched knowledge of value systems and various intercultural skills.The study has shown an example

This exploratory study describes how 2 classes of secondary 6 commerce students in Hong Kong have used a web-based collaborative tool, Knowledge Community (KC) to build a project called “Writing up a Business Plan” collaboratively. Using a number of 2-level scaffolds, students participated in the forum discussion to build business plan. The entire process unfolds how students, facilitated by scaffolds and teachers, brainstorm business idea and mission, decide on the type of product, plan production line and eventually formulate a business plan. The sample consisted of 41 students and 2 facilitators. Students’ participation in KC was analyzed quantitatively and qualitatively. The strategies, suggestions and the feasibility of adopting KC for projects in schools will also be shared, along with the implications and key learning points of this project. Copyright © 2004 全球華人計算機教育應用學會.