This study investigates the factors influencing university students’ online learning engagement from three distinct aspects, namely, behavioural, cognitive and emotional engagement. A comparison is drawn from university students in Asia who embraced online learning during the COVID-19 pandemic. An online survey was conducted on 495 university students in Mainland China, Hong Kong and Malaysia during the surge of the COVID-19 Omicron variant, which was considered more infectious but less deadly than previous variants. A consistent positive relationship between Satisfaction and Academic Performance is found in all the regions. Malaysia presents a unique situation as compared to Mainland China and Hong Kong whereby no association was found between Social Context and Online communication towards Student Engagement. The novelty of this study is attributed to the integration of Social Presence Theory in Student Engagement through the nature of online learning as a coping strategy to halt the spread of COVID-19 during the Omicron variant surge. Copyright ©2024 Springer.

E-portfolios have been adopted by higher education institutions as assessment for learning tools to develop students' reflective thinking and their ownership of learning. This paper examines how e-portfolios are integrated in an undergraduate course at a Hong Kong university to develop students' reflective thinking. Based on the qualitative data collected and analysed from both the teacher and students in the course, this paper first discusses the different levels of reflective thinking that the students developed as they were working on their e-portfolios. It then identifies the factors that facilitate and hinder students' development of reflective thinking, how the facilitating factors are enabled and what the hindering factors need to be addressed. These key findings highlight the pivotal role of the teacher as a learning facilitator and guide, the scaffolding role of the toolkit to support both teachers and students, and the necessity of the technical capacity building and support in the implementation of e-portfolios in higher education. Copyright © 2020 Springer Nature.

Teaching professionals are crucial for the successful realization of e-Learning in school education. Major Asian cities/regions such as Singapore, Hong Kong, Taiwan, and Beijing continuously invest in teacher development on e-Learning to empower frontline teachers and school leaders to advance school education in the digital era. This article aims to review and discuss the activity contents, delivery approaches, and scaling-up methods of teacher development on e-Learning in these four major Asian cities/regions. There is a unique trend identified in each of the four major Asian cities/regions. Singapore focuses on professional peer-learning communities for supporting practice-based teacher development on the effective use of ICT for learning and teaching in the classroom. Hong Kong focuses on building teacher communities for observing, engaging, and reflecting and succeeding school-based e-Learning initiatives for student-centered learning. Taiwan focuses on offering university-supported teacher development on the effective integration of e-Learning into students' learning, especially for learning twenty-first century skills. Beijing focuses on promoting self-directed teacher development on the advancement of ICT infusion in classroom teaching, especially the ICT-supported innovative pedagogies for K-12. Implications are drawn in order to provide a point of reference for other cities/regions in tailoring the future provision of teacher development for e-Learning in the twenty-first century.
[Copyright © 2016 Beijing Normal University.]

The acceleration of e-Learning around the world has driven the major cities/regions in the Asia–Pacific region such as Singapore, Hong Kong, Taiwan, and Beijing to plan and implement official policies on e-Learning for enhancing the quality of school education. This article aims to review experiences and then draw lessons of these four major Asian cities/regions in the development of e-Learning policies on the dimensions of infrastructure, curriculum integration, students learning, teacher professional development, as well as leadership and capacity building. It is identified that each of the four major Asian cities/regions has its own area of emphasis in the planning of future e-Learning policies, with Singapore focusing on scaling up good practices of e-Learning among teacher community; Hong Kong focusing on creating digital classrooms supported by wireless networking for student-centered learning; Taiwan focusing on cultivating students with 21st century skills through daily subject teaching; and Beijing focusing on providing digital resources and e-textbooks geared to school curricula. Five implications with regard to e-Learning policies are further made in order to provide a point of references for other cities/regions to develop future e-Learning policies for school education in the 21st century.
[Copyright © Springer].