This study investigated how the acceptance and use of self-regulatory strategies in online learning affected Hong Kong secondary school students' participation in online learning. A self-reported questionnaire was distributed to 1381 students from six secondary schools. Findings of the descriptive analysis indicated that students did not frequently use most types of online self-regulatory strategies. Although they agreed that the online learning methods were easy to use and facilitated learning, they did not actively participate in online learning activities and showed a low tendency to continuation. Further, structural equation modeling indicated that the effect of strategy use on actual participation was stronger than that of user acceptance. The former had a significant indirect effect on actual participation through the strong effect it had on user acceptance. Consequently, suggestions have been made for improving the instructional design of online learning and increasing students' willingness and readiness to participate in online learning. Copyright © 2023 Springer.

This study analyzed the variation in teachers’ mathematical educational values between distance and traditional face-to-face teaching. Enabled by the unique circumstances of the COVID-19 pandemic, the research explored the impact of remote teaching on primary and secondary mathematics education in Hong Kong. An online survey, completed by 109 practicing mathematics teachers, assessed their pre-existing educational values and their adaptability to the shift towards distance teaching, as well as their teaching practices. Findings indicated that despite the multitude of digital teaching tools, the implementation of most mathematical educational values was more restricted in distance teaching. Rationalism and Control were prioritized, reflecting the challenges of assessing student progress remotely. Among the 13 values identified, Fun and Engagement, along with Thinking and Problem-solving, Achievement, and Reasoning, were significantly diminished, highlighting the shortcomings of one-way and superficial concept-based teaching. The study concludes that distance teaching, when completely isolated from traditional methods, may not offer the benefits suggested in the literature, impacting student engagement, motivation, and higher-order thinking. This necessitates a unique curriculum development model to effectively incorporate blended and self-directed learning. Copyright © 2023 Mathematics Education Research Group of Australasia, Inc.

The outbreak of the COVID-19 pandemic in early 2020 has brought tremendous challenges to higher education teaching and learning. Much attention has been put on online course construction and delivery to ensure the effectiveness of online learning. However, higher education assessment deserves more attention as it is also significantly impacted by the sudden switch from face-to-face to online. To examine how higher education institutions responded to the challenges in higher education assessment during the pandemic, this chapter conducted a case study of postgraduate programs at Lingnan University (LU) in Hong Kong to explore an appropriate assessment framework for online learning in a liberal arts education context. Through a quantitative approach, this study surveyed taught postgraduate students to explore the effectiveness, efficiency, and fairness of the assessment approaches applied by LU faculty members in the online and hybrid-mode classes. This case study aims to provide insights for improving higher education assessment under the pandemic crisis. Copyright © 2023 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Today, many countries ensure that student teachers get into the real classrooms, practice in there, spend more time and translate theoretical knowledge into practice in schools during Initial Teacher Education. So that they can receive stronger support in the practicum process, and they can develop themselves. However, schools have been closed in so many countries due to the Covid-19 pandemic preventions. Therefore, countries have rearranged the teaching practicum process. The aim of this study, which was carried out with a systematic review, is to comparatively examine the teaching practicum processes of different countries during the Covid-19 pandemic. With a systematic review made according to certain criteria, teaching practicum in the Covid-19 in the countries of Australia, Canada (Ontario State), England, Greece, Hong Kong, Malaysia, Portugal, South Africa, Turkey, the United States of America (New York State) and Zimbabwe were examined. According to the findings, it has been seen that some countries have removed or stretched the teaching practicum requirement during the Covid-19, while some countries have carried out online teaching practicum (i) in K-12 schools, (ii) with peer learning, or (iii) using VR technology, and one country re-opened the schools after a short closure. Copyright © 2022 International Association of Educators.

Purpose: The current study aimed to evaluate the impact of coronavirus (COVID-19) pandemic on sleep hygiene, anxiety levels, perceived stress, and research output among postgraduate research students in Hong Kong. Methods: An online survey was developed and distributed to Hong Kong postgraduate research students. The sleep hygiene, anxiety levels, and perceived stress during the outbreak of COVID-19 were assessed. Questions about COVID-19’s impact on research outputs were asked. Results: A total of 108 (response rate, 72%) full-time postgraduate students (PhD, 64%; M Phil, 8%; and Masters, 28%) participated. Approximately 83% of students reported poor sleep hygiene. Similarly, nearly 76% of students reported mild to severe levels of self-perceived anxiety levels. Most of the respondents (89%) expressed a moderate level of perceived stress. Sleep hygiene scores were moderately associated with anxiety levels (r = 0.384, p < 0.01) and perceived stress scores (r = 0.423, p < 0.01). Perceived stress was strongly correlated with anxiety levels (r = 0.601, p < 0.01). A hierarchical regression analysis revealed a significant association between respondents’ ethnicity (B = − 0.923, p = 0.003), past medical history (such as hypertension, diabetes, and musculoskeletal disorders) (B = 1.112, p = 0.005), or poor sleep hygiene (B = 0.259, p = 0.000) and high levels of perceived stress. Additionally, prior medical history (such as hypertension, diabetes, and musculoskeletal disorders) (B = 1.957, p = 0.001) and poor sleep hygiene (B = 0.312, p = 0.000) were found to be strongly related to anxiety levels among postgraduate research students. Conclusion: This is the first study that highlights poor sleep hygiene, moderate-to-severe levels of anxiety, and perceived stress during the COVID-19 pandemic in postgraduate research students in Hong Kong. These findings will help educators to prepare strategies to alleviate the stress and psychological problems in postgraduate students.

For performing arts education, Sage on the stage and Learn from the Masters were halted by the COVID-19 pandemic, and so did everything else. All lectures, tutorials and other face-to-face skill-based training sections were cancelled and were replaced by the online model. Such a model was only seen as one of the supplementary components for performing arts education in the past. From January 2020, this online pedagogy was inevitably placed to surmount the challenges caused by the COVID-19 pandemic. The social distancing measures demanded the blended pedagogy into a new online approach, in which the traditional face-to-face teaching to be replaced by synchronous online learning (facilitated by technologies such as Zoom, Cisco Webex, Google Class, Panopto etc.). Meanwhile, to offer opportunities for cognitive participation which allows students to process the learning and be reflective, webinar and innovative performance projects were launched from the concept of ‘flipped classroom and outcome-based education.’ This mixed approach (blended learning, flipped classroom, and outcome-based education) is described as ‘hybrid learning’ in this study.The ‘hybrid learning’ pedagogy is implemented at the Hong Kong Academy for Performing Arts (HKAPA) for all teaching activities in the 2nd semester 2020/2021 to overcome the challenges caused by the COVID-19 pandemic. A questionnaire survey about how it affected the performing arts education, and how the new pedagogy was implemented took place in July 2020. The survey results from both the teachers (76) and students (163) share lessons, insights, and new understandings on teaching and learning online. Hybrid learning has been widely investigated and researched, yet study on hybrid learning in performing arts such as creative art, theatre art and music, remains insufficient. This study fills the research gap. Copyright © 2021 Springer Nature B.V.

• COVID-19 pandemic significantly decreased international student mobility. • Mainland China and Hong Kong university students lack interests in overseas study. • East Asia countries and regions become popular studying abroad destinations. • Health and safety become students' primary concerns for studying abroad. • Post-pandemic management becomes a key factor in attracting international students. The study critically examines how students in Mainland China and Hong Kong conceive overseas studies plans against the COVID-19 crisis. Amongst the 2739 respondents, 84 % showed no interest to study abroad after the pandemic. For those respondents who will continue to pursue further degrees abroad, Asian regions and countries, specifically Hong Kong, Japan and Taiwan, are listed in the top five, apart from the US and the UK. The pandemic has not only significantly decreased international student mobility but is also shifting the mobility flow of international students. This article also discusses the policy implications, particularly reflecting on how the current global health crisis would intensify social and economic inequalities across different higher education systems. Copyright © 2021 Elsevier.

This report describes the adaptations made to one initial teacher education course at a Hong Kong university designed for face-to-face instruction that was required to be delivered exclusively online due to the suspension of face-to-face classes caused by the COVID-19 pandemic. It describes the adaptations the tutor made, and the challenges faced adapting to the new mode of delivery. It is hoped that others can learn from the author’s experience and be prepared for the suspension of face-to-face classes caused by the COVID-19 pandemic or other health emergencies. Copyright © Taylor & Francis Ltd.