This paper discusses a research project that examines academic staff perceptions of online learning in a teacher education setting in Hong Kong. Five academics from Hong Kong's leading teacher education university participated in the project over 18 months. The academics ranged in experience from first time users of online learning to experienced users. Five cases examine the use of online learning in a blended mode (all modules taught at the Institute are predominantly face to face teaching and learning). One of the aims of the project was to obtain perceptions of online learning from staff members from the Departments of Chinese, English, Information and Applied Technology and Physical Education and Sport Science (two staff). The five staff members were generally positive about their use of online learning. In particular, the online learning environment provided opportunities for student reflection, peer editing, students learning from each other and also provided another avenue for teacher student and student teacher feedback.
[Copyright of Australian Society for Computers in Learning in Tertiary Education (ascilite) at http://www.ascilite.org.au]

This paper discusses an initiative that utilised a combination of "Project based Learning" and a"Learning with Technology" approach. Project based learning emphasises group work and knowledge construction whereas learning with technology emphasises using technology as a tool to promote thinking. A Digital Video (DV) Camp project was organised at the Hong Kong Institute of Education with twenty teacher education students to explore how technology could enhance meaningful learning in a project based learning environment. The objective of the project was to investigate how students could learn with Digital Video technology through collaborative project based learning activities. The paper discusses how students utilised DV technology in small groups to produce two DV outputs – a one minute introduction of their group members and a three minute DV on a specific topic. Student feedback and evaluation was positive in relation to the approach and feedback was used to reorganise another DV camp in the subsequent year. Implications for the approach are discussed.
[Copyright of Australian Society for Computers in Learning in Tertiary Education (ascilite) at http://www.ascilite.org.au]

The research reported in this paper used the Online Learning Environment Survey (OLES) as a tool to evaluate e-learning environments. Data gathered from university classes in Hong Kong using blended e-learning were used to illustrate the value of OLES in helping educators reflect on the online learning environment provided for students. Comments from interviews were used to verify the data gathered online. OLES was found to be a valuable instrument for gathering data to help educators reflect on what had worked or what might be improved in their classes. These educators were also able to see the extent to which the actual experiences of students in the module matched their preferred online learning environment.
[Copyright of Australian Society for Computers in Learning in Tertiary Education (ascilite) at http://www.ascilite.org.au]

The educational opportunities that global learning offers have stimulated a great deal of interest and initiatives from educational institutions all over the world. However, these institutions face significant challenges in programme design and delivery. Among the challenges are the development of teaching, learning and assessment modalities that recognise different learning styles and preferences of students from diverse cultural groups. This paper explores instructional design principles from both theoretical and practical perspectives. Based on the design guidelines, the authors look at issues related to the design, implementation and evaluation of courses and learning programmes offered by educational institutions in Hong Kong.
[Copyright of Australian Society for Computers in Learning in Tertiary Education (ascilite) at http://www.ascilite.org.au]

This paper reports on the findings from research that uses a tool to help educators assess their e-learning environment. The Online Learning Environment Survey (OLES) instrument was developed using online technologies, including a web-based survey format and an SQL database where the data is instantly captured, analysed and viewed via the data screen or the charting screen. This makes the instrument very easy to use and the results can be viewed immediately providing educators using e-learning with a mechanism to adjust their teaching and enhance the learning environment. The OLES survey was administered during 2004 and the data from three case study classes using e-learning in Hong Kong are presented. Qualitative data from the interviews was used to verify the data gathered and are discussed with regard to the support needed by educators who are developing and teaching in e-learning environments as a method to improve the quality of the e-learning environment through constructive solutions.
[Copyright of Australian Association for Research in Education (AARE) at http://www.aare.edu.au]