Disseminating the findings of teaching development grant: Measuring students' well-being across three collaborative positive and values education courses using an integrated well-being model

Disseminating the findings of teaching development grant: Measuring students' well-being across three collaborative positive and values education courses using an integrated well-being model

• Chen, Junjun The Education University of Hong Kong
• Chow, Hung Kay Daniel The Education University of Hong Kong

The International Conference on Learning and Teaching 2020 (ICLT2020) (2020: Hong Kong)

• N 學生與學生服務
  • NM 學生生活與閒暇活動、暑期活動、同儕群

• Hong Kong

• 1997.7 onwards

• 專上教育

This project investigated students' well-being at the Education University of Hong Kong with the goals of enhancing their level of well-being and their competence at meeting challenges in their personal and study life. This was achieved by creating a well-being e-portfolio in the Sway system for students selected from three collaborative Positive and Values Education (PAVE) courses using an integrated well-being model. The project was designed using a mixed-method approach. Three groups were selected from each PAVE course. Different kinds of qualitative and quantitative data were collected. The qualitative data consisted of pre- and post-interviews and e-portfolios. 24 students (8*3) in the three courses were randomly selected for two rounds of individual interviews. The three journals in the e-portfolios of all students in the three groups were analyzed. The quantitative data were comprised of pre- and post-survey questionnaires on well-being. These two kinds of data were integrated and enhance each other in terms of student well-being. The preliminary result showed that students in the interviews reported an increase of their well-being after these three PAVE courses. This was also demonstrated in their journals in the e-portfolios. The mean score of student wellbeing between pre- and post-tests significantly increased but the change in growth was not statistically significant. Copyright © 2020 International Conference on Learning and Teaching.

Paper presented at The International Conference on Learning and Teaching 2020 (ICLT2020), Hong Kong, China.

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/ca5e70f4

2022-01-05