The effects of teachers' audio feedback on students' project-based learning and its influencing factors have seldom been empirically explored in the higher education context. To address this research gap, a group of Hong Kong freshmen (18-23 years old) and their teachers were involved in this study. Data were collected from students' retrospective journals, post-journal interviews and teacher interviews after the participants experienced audio feedback during their group projects in a General Education course. The findings demonstrated that teachers' audio feedback enhanced students' learning engagement, critical thinking and project output. The students also reported that audio feedback provided convenience, timeliness, rich information, asynchronous discussion and social presence. Other factors including the features of audio feedback, communication between student and teacher on the received feedback and their learning motivation were also crucial in determining the effects of audio feedback on student project-based learning. Copyright © 2022 Routledge.

This article reports findings of an 18-month research project, funded by the Higher Education Academy in the United Kingdom (UK), to develop understanding of pedagogical differences in employing emerging technologies with transnational doctoral students. The focus of the research is a Professional Doctorate course delivered by a UK-based university and taught in Hong Kong (HK) by UK academic staff over four weekends each year, with supervisory support throughout the academic year by tutors based in the UK. The research investigated the use of different technologies to enhance the learning experience of the students through three cycles of action research. While literature is extensive in using technologies in learning and teaching in the West, and in teaching international students, there is a lack of research focusing on employing emerging technologies with transnational students in Asia. A multilayered approach to data collection through observation of software analytics, questionnaire and focus groups has resulted in the introduction of new technologies, through which a community of practice, encompassing students in HK and the UK, has emerged. This article reports a new evidence-informed framework which contributes new knowledge and moves current discourse forward.
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