Active learning has been increasingly important in tertiary education in recent years due to its powerfully favourable impact on students’ learning attitudes and efficacy. Indeed, the way that a classroom is set up has a direct impact on how well students learn and how well teachers teach. The continuous evaluation of students’ learning performance is essential for guiding future classroom renovations and creating a cutting-edge learning environment for both students and teachers. The aims of this paper were to provide a better understanding of the latest development trend of learning mode preference in tertiary education and to investigate any underlying similarities and differences in the perceptions between teachers and students. To support both teaching and learning, an empirical questionnaire survey was conducted among teachers and students in Hong Kong to assess the effectiveness of various active learning techniques and passive learning techniques adopted in tertiary education. Opinion-based data were collected on the perceived benefits and disadvantages of both learning techniques as well as the importance of various classroom design features. To determine the significance of the variations in opinions between teachers and students on the survey responses, descriptive statistical analyses using the mean score and Mann–Whitney U-test were carried out. The results of the Mann–Whitney U-test on the advantages of traditional learning showed that the following variables significantly varied: ‘direct information from the teacher’; ‘timesaving (group discussion may waste time)’ and ‘allow more time for Q&A’. These advantages were generally rated higher from the viewpoint of students rather than teachers. However, no significant difference was established concerning the limitations of traditional learning. The findings of this study can help teachers and instructors to understand how different teaching and learning methods affect students’ ability to learn effectively

Research has demonstrated the positive impact of active learning on students’ learning outcomes, particularly in science, technology, engineering and mathematics (STEM) fields. However, few studies have explored the impact of active learning via problem-based collaborative games in large mathematics classes in the context of Asian tertiary education. This study assesses the effects of active learning on students’ learning outcomes using class test scores and the calculus concept inventory (CCI) to test the conceptual understanding of the basic principles of differential calculus, in a first year calculus course in Hong Kong. Three hypotheses were tested to determine the effects of game-based collaborative learning on learning mathematics among students. Active learning through a problem-based collaborative learning methodology was employed, using Kahoot!, a game-based learning platform. Results supported all three hypotheses, demonstrating a statistically significant increase in students’ conceptual understanding and examination performance, based upon their individual perceptions of active engagement and time spent in active learning. Our results indicated that active learning “levels the playing field”, in the sense that students with less pre-requisite background knowledge, using a problem-based collaborative learning methodology, were relatively more inclined to catch up or even exceed the performance of students with a stronger prerequisite background knowledge, at the end of the course. Copyright © 2019 by the authors.

Flipped-classroom learning has been shown to improve students' learning experience and performance in tertiary education. However, few studies have been done in Asia where the learning culture is vastly different from the West. Here, we studied the effect of flipped-classroom learning with the use of interactive videos on the academic performance of a group of first year undergraduate physics students in Hong Kong. By employing a conceptbased pre-test and post-test, normalized gains of 35% and 13% were obtained for the flipped and control class, respectively. A very strong correlation (r = 0.72, p <.001) was shown between the post-test score and the exam results of the flipped class, while the control class showed a moderate positive correlation (r = 0.37, p =.013). Our results showed that the conceptual knowledge of students taught in flipped-classroom improved significantly more than the students taught traditionally, and that their understanding in conceptual knowledge served as a stronger indicator of their exam performance. The interactive videos were well-received and were shown to be one of the most valued components by the students. Copyright © 2019 SPIE.

Geopolitical changes worldwide, together with rapid advances in technology, have created a situation where an individual's working life can present many new challenges. Helping students develop the attitudes and skills necessary to adapt to constant change along a career path has become a priority in education. Developing this career adaptability is becoming increasingly important to the sustainability of democracy, the economy, justice, human values, and equality. The authors of this paper argue that to improve the quality of our education system in universities, active learning should play a more important role to enrich the typical lecturing-learning processes. The aim of the study reported here was to examine the impact from implementing a 3-month active learning program that took university students beyond the classroom to increase their career adaptability and self-esteem and to strengthen their meaning in life. A mixed-method approach was adopted and conducted in two phases with 119 undergraduate students in human resources management at a university in Hong Kong. Findings suggested a significant improvement in career adaptability of the students after participating in the program when compared to a control group. However, data did not indicate any significant change in self-esteem and meaning in life in the training group. The findings support the valuable role of active learning as a strategy to enhance students' career adaptability in a changing but sustainable world of employment. Copyright ©2021 MDPI.

Flipped classrooms emphasise a learner-centred and results-oriented approach. They have been widely adopted in recent years, to enhance the effectiveness of student learning and encourage students to understand and apply new information. This approach is also regarded as a type of blended learning, given that tutors decide on the pre-class work, which is often characterised by online materials, and in-class time is devoted to collaborative tasks. This paper proposes teaching English narrative genres by combining digital drawing with active learning approaches – storymaking and storytelling. It also examines Hong Kong university students' perceptions of gamified flipped classrooms, as well as their understanding of the narrative concepts taught. Based on a combination of surveys, narrative writing scores, and focus group interviews, this study found that participants regarded the group-based game task as more effective than the group discussion task. The collaborative group-based game fostered a positive classroom atmosphere, served as a review session that allowed students to identify areas for improvement and prepare for the exit examination, and reduced their anxiety and reticence toward using English. These findings confirmed previous research findings that students' behavioural, cognitive, and motivational engagement could be enhanced through a gamified flipped classroom. Pedagogical implications for ESL teachers were also discussed. Copyright ©Routledge.

It has been well documented that active learning (AL) improves student learning outcomes in education. This quasi-experimental study explores the effect of active learning on students' knowledge of calculus concepts, in the form of the Calculus Concept Inventory (CCI), regular assignment scores, and test scores, during an 8-week calculus tutorial program. The active pedagogies used were cooperative problem-based learning and peer assessment, implemented using an interactive online whiteboard (IOWB) called RealtimeBoard. This study reveals statistically significant evidence that active learning increases students' conceptual understanding and graded assignment performance in a first-year calculus class in Hong Kong. Furthermore, this study contributes towards a better understanding of how active learning can be implemented effectively in Asian tertiary mathematics education. Copyright © Springer.

From the 2012/13 academic year, the undergraduate degree programme in Hong Kong higher education has been transferred from a three-year to a four-year structure, with introduction of a rigorous component of general education in the new four-year curriculum. The present study aims to evaluate the implementation and impact of a new general education program, the "General University Requirements" (GUR), in the new four-year undergraduate curriculum of The Hong Kong Polytechnic University (PolyU) based on the views of teachers. A total of 68 teachers who had taught different GUR subjects in 2013/14 academic year were recruited to fill in an evaluation sheet designed to understand their views towards the GUR subjects. A total of 75 qualitative evaluation sheets were collected. Both close-ended and open-ended questions were used to assess teachers' perceptions. Data analyses indicated that teachers generally had positive evaluation about the GUR. They perceived that the content, teaching methods, and assessment components of GUR subjects successfully engaged students in the learning process and helped students achieve the intended learning outcomes. Teachers also had positive impression and feelings towards the GUR subjects they taught, and perceived the GUR subjects as helpful in broadening students' knowledge, cultivating their characters and important generic competences. Meanwhile, challenges in the implementation process were also noted. Findings from this study indicated the basic effectiveness of the GUR at PolyU based on teachers' views. It also provided indications for further improvements of the GUR and general education programs in Hong Kong higher education.
[Copyright Nova Science Publishers, Inc. 2017]

This paper aims to discuss an exploratory study that a student teacher carried out on applying the “flipped classroom” approach in his information and communication technology (ICT) class. The study examined student perceptions of the new teaching approach and investigated whether it can help promote higher-order thinking. This study involved 28 students in a public secondary school in Hong Kong. They were attending an ICT class on 3D modelling. A mixed methods approach was adopted. Both quantitative and qualitative data were collected through surveys, online quizzes and focus group interview. The students’ assignments were also examined and analysed. The findings show that students are inclined to accept the new teaching model. We can conclude that it is possible to improve students’ higher-order thinking capability using the flipped classroom approach to teaching.
[Copyright © 2017 The Author(s).]

This paper describes a simulation exercise that allows business students from two tertiary institutions, namely The Hong Kong Institute of Education (HKIEd) and The Hong Kong Polytechnic University (PolyU) to learn a particular domain of E-Commerce – online auction. Results of student evaluation of the online auction game were analyzed within the same group and across groups. The results indicated that students from two tertiary institutions like to learn the on-line auction using simulation approach, which is one of the active learning strategies that have been used in the two institutions. We have found that business student teachers from HKIEd, who are better equipped with pedagogical knowledge and skills, tended to rate the online action game (OAG) higher than their PolyU fellows in a number of areas. The favorable comments from the pre-service teachers are informative and conclusive. In this case, simulation approach in teaching and learning online auction has proved itself to be effective. It is believed that active learning strategies such as simulation game should be adopted to maximize learning effects in various E-Commerce domains.

Educational researchers in Hong Kong has pointed out the inadequacy of the competency-based teacher education program in the past decade. A qualitative pilot study was conducted to examine how an inquiry-based Integrated Field Studies (IFS) course could help to facilitate early childhood teachers to become researchers of their own practice. The research project also examined how their learning experiences facilitate their professional growth throughout the course. The main data source for this study was semi-structured and individual in-depth interviews of in-service early childhood teachers. Additional data, such as, the participants’ written reports and IFS handbooks, were also collected for data analysis. The findings showed that the IFS courses were characterized by several features which could help enhance the growth of the teachers. They included: Freedom of choice on individual student’s area of interest for investigation; students being perceived as active learners; an opportunity for a continual and practical research experience; the provision of an interactive learning environment and a supportive role played by the supervisor. The study advocates a collaboration between the supervisor and the students to inquire into their teaching and learning experiences in future study.
[Copyright © 2014 CGPublisher.]