This paper reports on a study which investigates the implementation of a synchronous e-learning system (Interwise) for online tutorials on an information technology related course offered by the Open University of Hong Kong (OUHK). It examines a set of interview data related to students' and tutors' views on the use of the system. Issues concerning students' participation in online tutorials, opportunities for interaction in using the system, and tutors' roles in real-time conferences are discussed. The findings suggest that both the students and tutors are positive about the use of Interwise for online tutorials in general. Some students, however, indicate dissatisfaction with the one-way communication and teacher-control functionalities of the system. The results also indicate that the tutors are concerned about the workload involved in using Interwise in terms of managing the functionalities of the system and the different learning tasks. Implications are then drawn for supporting synchronous online learning both in the OUHK and a wider academic context.
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The purpose of this paper is to report on the development of the first online self-directed inventory on the measurement of academic programme preferences (MAPP) for potential students at the Open University of Hong Kong (OUHK). In this study, trait-factor theory and personality type theory were employed. 1,963 respondents in Hong Kong were surveyed using a multi-stage stratified cluster sampling technique. The inventory, consisting of 132 items, was developed and eight personal attributes were found: Influential , Enterprising , Social , Helping , Explorative , Technological , Logical , and Reflective . The minimum desirability of each of these attributes for all programmes offered at the OUHK was assessed by course administrators. Students' ratings on the eight personal attributes were evaluated against the minimum ratings, based on a nine-point scale, to determine their academic preferences. A computer-assisted multidimensional MAPP was set up online in both English and Chinese and was linked to the University's homepage. By completing the MAPP online, distance learners could obtain their personal profiles and a list of suggested OUHK programmes instantaneously. Connected to the University's aim to foster lifelong learning, the MAPP is expected to ease the academic selection process and reduce the number of dropouts by enhancing students' success with their chosen programmes.
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http://dx.doi.org/10.1080/0158791032000127482]

It is argued that language learning ought to be interactive. The traditional language classroom provides a favourable interactive situation for language learners. By contrast, the distance education mode is limited in some ways regarding language learning. Necessarily, distance education involves, primarily, self-learning. Face-to-face learning opportunities are scant compared with traditional classroom-based learning. It is, therefore, a challenge for language professionals to explore new ways of teaching language, the speaking skills in particular, within the constraints of the distance education mode. Being able to master English -- an increasingly important international language -- provides a key to information and learning societies in the 21[&SUP] stcentury. In this paper, I will suggest some ways of maximizing the amount of interactive activities in English language distance learning, based on my work-based experience as a course developer of a new English enhancement course offered by the Open University of Hong Kong. I will focus on the development of listening and speaking skills, which are in fact the most problematic areas -- the speaking skill, in particular, involves two-way communication. I will consider the issue from the perspectives of learners' motivation, peer support and technological support. Finally, I will present findings of a survey on the learners and tutors' feedback on the teaching materials of this new English language enhancement course.
[Copyright of Open Learning is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02680510307413 ]