This research investigates the complex relationships between the motivational and learning processes of university students in a distance learning mode. Research on why and how Chinese distance learners engage in learning has been limited. Using the achievement goal theory as a research framework, the current study explores the motivational and learning characteristics of a group of distance learners. It is hypothesized that the nature of distance education will lead to specific goal profiles in the students involved, which will subsequently affect their use of various learning and self-regulating strategies, and subsequently their learning outcomes. This paper reports the findings from a survey study, which is part of a larger longitudinal study investigating the learning processes of Chinese distance learners studying at the Open University of Hong Kong 549 undergraduate students enrolled in an educational psychology course completed a questionnaire assessing their achievement goals, learning strategies, self-regulatory strategies and attitudes towards the course.
The results revealed that achievement goals operated as a frame affecting how these distance learners approached their learning and how they perceived the course. The significance of this study lies in that it provides an initial understanding of the motivational and learning processes of the Chinese distance learners. It also extends the research of achievement goal theory by exploring the effects of certain goals often found among distance learners.
[Copyright of Australian Association for Research in Education (AARE) at http://www.aare.edu.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]

Monitoring the use of web technology in teaching and learning activities at an institutional level can provide universities with valuable data to guide policy decision-making for eLearning support services. Like many other universities, The Chinese University of Hong Kong has centralized support to teachers and students through the provision of eLearning platforms, and training and educational advice on eLearning strategies. The paper examines how the logs kept in the centralized platforms support the University in monitoring eLearning at an institutional level. The logs provide information on three common areas of interest concerning web use: its popularity, nature of use and the engagement of the participants. The paper also illustrates, with data from the University, the analysis and reporting that can be done with the logs to enrich our understanding of the University's eLearning in these three areas.
[Copyright of Australian Society for Computers in Learning in Tertiary Education (ascilite) at http://www.ascilite.org.au]