The COVID‐19 pandemic has triggered an unexpected digital revolution, speeding up universities' digital transformation worldwide. It has brought heavy disruptions to travel and mobility worldwide, but it drives the opportunity for hosting region‐wide or even international academic exchanges through learning programs, workshops, and conferences via an alternative online mode. This study reports on a case study of a 1‐month online aviation learning program that engaged 108 university students from Mainland China and Hong Kong during the lockdown. At first, we first recruited students in Hong Kong; however, the program registration was unsatisfactory. This could be attributed to the students' perceived future aviation career prospects and readiness of emergent remote teaching during the pandemic. In the program, we designed an alternative blended learning approach to attract students to sustain their aviation learning. First, we transformed the activities from face‐to‐face (F2F) to online settings using digital technologies including flight simulation and virtual visits in a web‐conferencing environment. Second, we extended the reach of the event and attracted a larger audience in the neighbouring regions in Mainland China. It turned out that we could successfully recruit 108 students from 20 cities. In the end, students' interviews and motivational surveys indicated that this online learning experience could effectively enhance students' knowledge and motivational gain. Since the government has relaxed the policy of homeschooling, we organised two F2F meetings for students in Hong Kong to connect them together. This blended mode of teaching favoured the students in Hong Kong who showed a greater motivation than those in Mainland China. Furthermore, follow‐up interviews for teachers revealed how they invest in new technological equipment and knowledge to support the radical changes. Overall, the virtual event eliminates geographical barriers which successfully motivate

Field station research locations offer scientists isolation and immersion for more precise statistical analysis of climate change and environmental damage. As more art/science initiatives develop in academia, art students are gaining access to difficult scientific research sites and using the experience to fuel creative strategies. The methodology for offering a course that taps these into possibilities for the teaching of creativity remains little explored. Through a case study at the School of Creative Media in Hong Kong, this article examines how student expeditions that work adjacent to environmental scientists in extreme environments can be used for the teaching of creativity and artistic process as well as informing a larger public on climate issues. The structure of the program with detailed descriptions of sequenced proficiencies is presented. Both pedagogical philosophy and logistic issues will be discussed through the set-up and organizational structure of the course, the variety of teaching materials, assignments, dissemination and finally the exhibition and impact of the students' work. Using scientific resources with the goal of artistic interpretation, the pedagogy is designed to respond to the emerging potential of digital technologies in creative media. The results, both for the students and the public, demonstrate multimodal approaches that offer broader possibilities for learning and outreach that are both scalable and transferable. Copyright ©2021 SAGE Publications.

In this chapter, a case study of implementing blended learning in a linguistics course will be reported. Traditionally, this course was taught in the mode of a 1-hour face-to-face plenary lecture plus a 2-hour small group tutorial session each week for 13 weeks. To promote blended learning and give students an enhanced learning experience that allows more flexibility and more peer interaction, two of the plenary lectures were converted into online lessons, and Moodle was used as the online platform for hosting the online content. Three levels of online activities were designed and provided online: every online lesson consisted of 3–4 mass open online course (MOOC)-style high-quality lecture video clips (Level 1, resource-based activities) followed by online quizzes (Level 2, response-based activities) and discussion forums (Level 3, collaborative activities). Post-lesson analysis shows that over 320 threads were posted by students on the Moodle forums, suggesting that students were actively engaged in online discussions. A post-lesson survey was conducted after the first online lesson, and the feedback was very positive. The majority enjoyed the flexibility of the online lesson and felt more independent during the learning process. They found the video lectures attractive and effective and the online discussion engaging and beneficial. Other than the online lessons, other resources and activities such as stand-alone course-specific website, weekly online quizzes, and Wikibook projects have been adopted to further promote blended learning. To ensure a fulfilling learning experience, instructional design plays a crucial part, especially in arranging the online lessons and other blended learning experiences. Clear and detailed instructions and guidance were also vital for the success of blended learning. Copyright © 2021 Springer Nature Singapore Pte Ltd.

Online learning has become a ubiquitous part of the educational landscape and how teachers are supported in developing approaches to teaching online is a fundamental aspect of the students' learning experience. Based on the implementation of a professional development course on becoming an online teacher offered in a blended learning mode at one university in Hong Kong, this article proposes that offering this type of professional development in a blended mode is very effective in facilitating enhanced usage of the university's learning management system. In a blended mode, teachers are actively engaged with blended learning and were found to make more extensive use of features/tools in Blackboard after they attended the professional development course. Results support that offering professional development in a blended mode provides teachers with an authentic student perspective, at the same time as they take guided steps in the teacher's role in blended learning. Copyright ©Routledge.

The aim of this paper is to examine blended learning as an integral component of a learning culture. By drawing on two concepts- habitus and field - we consider the cultural learning experiences of postgraduate students within the context of a Hong Kong University. It is an examination that allows for an appreciation of both an individual as well as a collective experience of blended learning and in so doing it demonstrates how power is (always) an issue within learning cultures. The paper goes on to argue that if blended learning is to achieve its goal in terms of enhancing learning there is a need to have a better understanding of learning itself where questions are asked concerning the learner, the locations where learning occurs and processes of learning. Copyright © 2020 The Author(s). All Rights Reserved.

New social annotation practices have the potential to become a “signature pedagogy” for educators in literary studies, because social annotation encapsulates both the expected learning outcomes and the underlying value commitments of literature education. We give an account of a project conducted by colleagues at the Education University of Hong Kong, during which colleagues explored social annotation technologies in literary studies courses. After implementing social annotation in our courses, instructors held roundtable discussions, collected surveys and conducted focus group interviews. Basing our interpretation of these data on Louise Rosenblatt's transactional theory of reading and writing, we propose that social annotation can help students engage with literary texts more effectively by showing them how to move toward an aesthetic mode of reading. Students participating in social annotation, moreover, understood its application to literary studies in ways that directly reproduced Rosenblatt's account of literary interpretation. Copyright © 2020 The Author(s).

In recent years, research using learning analytics to predict learning outcomes has begun to increase. This emerging field of research advocates the use of readily-available data to inform teaching and learning. The current case study adopts a learning analytics approach to evaluate the online learning package of an academic English course in a university in Hong Kong. This study aims to (1) explore the completion pattern of use of the online learning package by students in a generic undergraduate academic skills course; and (2) predict student outcomes based on their online behaviour patterns. Over three academic years, the study examined usage logs for 7000+ students that were available on the university's learning management system. Student assessment component scores, online activity completion rates, and online behavioural patterns were identified and examined using descriptive analysis, bivariate correlation analysis, and multiple regression analysis. The findings reveal insights into different online learning behavioural patterns that would benefit blended course designers. For instance, some students started using the online learning package early in the semester but fulfilled only the minimum required online work, whereas others greatly exceeded the basic requirement and continued doing activities in the online package even after the semester had finished. The relationship between learning activities in the online package and assessment component grades was found to be weak but meaningful. A regression model was developed drawing on the completion rates to predict overall student scores, and this model successfully identified several specific factors, such as total number of attempts and performance in individual online learning activities, as predictors of the final course grade.
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本文是探討如何運用校本電子教材，提升特殊學校不同科目的教學效能，如「個別差異照顧」、「自主學習」、「混合式教學」、「互動模式及師生角色」等。結果顯示，透過校本電子教材教學，教師在「個別差異照顧」及「自主學習」等方面，意識非常清晰，提升了學生的學習動機和課業表現。結論指出教師應多利用電子教科書的優勢，提供不同互動方式，使教學更能以「學生為本」。This paper is to examine the effectiveness of school-based e-learning materials in the aspects of learning diversity, self-regulated learning (SRL), blended learning mode; and interaction mode & role of teacher and students in special schools. From the findings, with the use of the school-based e-learning materials in teaching, the teachers were with good awareness on the learning diversity and SRL that led to the enhancement of learning motivation and performance among students. It was recommended that teachers should make full use of the e-learning materials so as to provide different interactive learning. This will help the learning be more student-centered. Copyright © 2018 特殊教育學會有限公司.

閱讀和評賞中國古典詩歌，對現今的學生頗有挑戰。畢竟在語言、生活經驗和社會文化方面，古今都有很大差異；李商隱詩，也一向被認為較難閱讀。本研究團隊以香港教育大學中文選修科目「專家詩」為平台，選講李商隱詩，借用台灣學者簡錦松研究唐詩時提倡的「現地研究法」，利用衞星地圖、網上資源局部還原詩歌的寫作場景。導師以之實踐「情景教學」，並引入「混成學習」元素，引導學生利用高端科技結合傳統箋評，進行古典詩歌的評賞。本研究採用量化和質化方法，分析教學過程收集的數據，評量這種嶄新詩歌教學方法的效果。最後對其優勢和限制作出評估，並提出應用上的可行建議。 Reading and appreciating classical Chinese poetry is challenging for students nowadays. It is because the language used, life experience and social culture are greatly different between ancient and modern times. Moreover, Li Shangyin’s poems had always been considered difficult to read and understand. The research team used “Works of Major Poets” as a research platform, which was an elective course in Chinese major undergraduate programmes in The Education University of Hong Kong, to teach Li Shangyin’s poems. The team used a research methodology named “On-site Studies”, which is used by a Taiwan Scholar Prof. Chien Chin Sung while studying Poetry of Tang Dynasty. Also, satellite maps and online resources were used to partially restore the poetry writing scenes. At the same time, the Instructor embedded “Situation Teaching” and introduced “Blended Learning” elements, to guide students combining high technology with traditional interpretation method during poems appreciation. This study applied quantitative and qualitative methods to analyze the data collected during the teaching process and evaluated the effectiveness of this new poetry teaching method. Finally, an assessment of its strengths and limitations was made and provided feasible recommendations for this new teaching strategy. Copyright © 2018 The Education University of Hong Kong.

The landscape of tertiary education has significantly changed in recent years with increasing pressure on universities to "globalize" and expand their reach internationally. In this context, there are a range of pedagogical and cultural issues to consider when designing curriculum to address the needs of students taking courses in different geographical locations. In addition to ensuring equivalence and quality, developing context-specific learning resources is a critical part of international delivery. Providing flexibility and autonomy to meet specific geocultural teaching and learning needs is vital. Programs and courses benefit from collaboration and connectivity between students and staff in all locations to ensure meaningful global learning environments. This paper focuses on a case study from an Australian University and examines how curriculum and delivery modes can be adapted to address the changing needs of transnational education a global context. The case study involves the renewal of a core undergraduate art history and theory subject that is offered in art and design programs across three different locations (Melbourne, Hong Kong and Vietnam). A series of learning materials and assessment tasks were designed to maximize a blended learning environment comprising face-to-face workshops, lectures, and online components. The result is a technology-enabled, common curriculum framework designed to allow for content to be adapted for local delivery.
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