The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents? household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set. Copyright ©2021 SAGE Publications.

The Hong Kong Secondary Education system moved from the traditional “5 + 2 + 3” system to a new “3 + 3 + 4” structure in 2012 with emphasis on whole-person development. Under the new reform, students are required to undertake a block of new general education (GE) subjects apart from their disciplinary-specific education in their university curriculum. While prior studies mainly investigated the reform of GE and curriculum design, empirical studies on the perceived benefits of GE are sparse. The current study primarily aims to investigate the impact of GE on the generic skills of university students. A survey of 424 undergraduate students enrolled in a self-financing programme in four higher educational institutions in Hong Kong was conducted. The perceived benefits of GE were measured by seven variables, including communication, critical thinking and problem solving, team-work, leadership, lifelong learning and information management skills, ethics, and professional moral knowledge. This study can contribute to the understanding of the interrelationship between GE and the development of generic skills. Results will provide a guideline for educators and management when planning, developing, designing, and reviewing the general education curriculum.
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香港高等教育從上世紀八十年代的精英型，走到九十年代的大眾化，踏入廿一世紀成為普及型的高等教育社會。與此同時，為了支持香港這個亞洲國際都會的發展，香港高等教育培育具國際視野的人才，教資會和各院校一向重視推動國際化。為了剖析香港高等教育的發展歷程及國際化現況，這篇文章將回顧香港高等教育從精英化、大眾化到普及化的各發展階段，並就香港高等教育國際化、境外生來港升讀、高等教育學生交流等方面作出分析，並就香港高等教育挑戰作出討論。Hong Kong's higher education in 1980s of last century is elite-type. Then it has changed to mass-type higher education in 1990s. Into the twenty-first century Hong Kong become universal-type of higher education society. At the same time, in order to support the development of international metropolis, Hong Kong's higher education has cultivated an international vision, and the University Grants Committee (UGC) and institutions have always emphasis to promote internationalization. In order to analyze the development and the internationalization of Hong Kong's higher education. This article aims to review Hong Kong's higher education from elite, mass to the universal-type, and the internationalization of Hong Kong's higher education, oversea students studying in Hong Kong, student exchange in tertiary institutions, and to discuss the challenges of higher education in Hong Kong. Copyright © 2017 香港教師中心.