Because most previous studies on college student performance have focused on conventional learning environments in Western cultures, in this study the authors evaluated factors related to student performance in the open and distance-learning environment in Hong Kong. Using two-way cross-tabulations with chi-square testing and equality of academic performance by proposed factors, the authors examined 168 students in a distance-learning business communication course. Results show that tutorial attendance, gender, relevant academic background, previous academic achievement, and relevant learning experience were related to student performance. The results are mostly similar to those of prior studies despite differences in culture, teaching mode, and subject.
[Copyright of Journal of Education for Business is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/08832320209599674 ]

This article reports on a research project conducted at the City University of Hong Kong which evaluated the effectiveness of a multimedia-based English language learning programme. A major component of the project was the development and production of an interactive multimedia CD-ROM, Business English, which constituted the basis for the enhanced English language proficiency programme. Results of the study indicate that students who completed the syllabus in a multimedia-enhanced mode demonstrated significant improvement in listening skills when compared with students who completed the same syllabus in the traditional classroom mode. The results also demonstrate positive attitudinal changes for the multimedia-enhanced mode of learning. Additionally, the article elaborates on the teaching-learning experience from the student and facilitator perspective.
[Copyright of Computer Assisted Language Learning is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1076/call.12.4.281.5706 ]

This paper outlines the application of a particular model of content analysis to the evaluation of an online discussion group. A set of online discussion data from a group of students enrolled in an educational management course offered by the Open University of Hong Kong (OUHK) was examined. The provision of the online discussion facility for this group of students was mainly for enrichment purposes and their participation was completely voluntary. Overall, the analysis confirmed the usefulness of Henri's model in examining the interaction and learning processes in an online forum. It also provided insights towards increased understanding of the complex processes and methodological considerations involved in analysing online conferences.
[Copyright of Distance Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01587910500081327]

This article outlines some of the ways in which foreign teachers, who wish to teach English in modern China, need education of a special kind. Starting with Hong Kong, now part of China, some of the difficulties for English language teachers, stemming from Hong Kong's colonial history, are outlined, and the necessity of cultural adaptability in expatriate teachers is emphasised. This is even more necessary in Mainland China, where differences in ideas on pedagogy and in approaches to educational administration can prove frustrating for foreign teachers. From another perspective, the article also considers the rewarding aspects of teaching English in China-the enthusiasm and industry of the students, the cultural challenge, and the sense that one is doing a worthwhile job-all positive motivating factors for the teacher who is adaptable and willing to learn.
[Copyright of Journal of Education for Teaching is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02607470050127063]

Presents a study which explored the feasibility of doing comparative education research while focusing on a single society. Focus on comparative historical education research in Hong Kong, China; Problems with periodization, agency, and terminology; Discussion on the issues related to colonialism; Conclusions.
[Copyright of Compare: A Journal of Comparative Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0305792990290306 ]

In this study, a descriptive quantitative methodology for categorical data analysis that works well with small samples was used to investigate whether Chinese students' conceptions of learning included memorisation as an integral part of understanding, as suggested by phenomenographic studies. Twenty-five Chinese students attending the B. Ed. programme at the University of Hong Kong were asked to rank order six conceptions of learning. Results revealed an interesting multidimensional structure, suggesting that memorislng was seen as clearly distinct from knowledge and understanding. Contrasting conceptions of learning (such as memorisation vs changing as a person) were identified, similar to the previous distinction made between conceptions lacking, or being concerned with, constitutive meaning. These findings suggest multidimensional aspects to conceptions of learning for Chinese students that extend the notion of memorisation-understanding relations. Further inquiry in the areas of context, awareness, and types of memorisation would shed light on Chinese students' conceptions of learning. It is suggested that quantitative methodologies ideally suited to categorical data analysis with small samples could be used to supplement the results of qualitative phenomenographic methodologies on student conceptions of learning.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410303231 ]