During the COVID-19 pandemic, many online lessons for emergency remote teaching (ERT) were recorded. However, little is known about how these recordings can be reused as resources for students' active learning. This study aimed to design a post -video learning approach that uses recorded videos of lessons to remediate students' learning losses associated with the pedagogical challenges of ERT. Two classes (54 students in total) with two teachers of general studies and mathematics in a Hong Kong primary school participated in a quasi -experimental study in which they used an approach integrating video selection, visualizations of classroom dialogues, a discussion forum, and quizzes for 10 weeks. After the intervention, the students' mathematics knowledge had improved significantly relative to a comparison group, while the general studies class did not show significant changes. Eight students and two teachers were interviewed about their experiences with the post -video learning approach. The approach appeared to be a pedagogically meaningful way of engaging students in active learning activities and addressing the challenges raised by ERT by recycling recorded lessons. The results of this study also suggest that recorded lessons can be useful learning materials beyond tertiary education as they cater to younger learners' needs in video -based learning by, for example, segmenting class videos, using visualization for easier viewing, and including discussion forums and quizzes for enhanced interaction. The design implications of using video segments and visualized representations of classroom interactions as learning materials and how to foster knowledge co -construction through forums and quizzes are also discussed. Copyright © 2024 International Forum of Educational Technology and Society .

This study discusses changes in the student learning strategy during the COVID-19 pandemic. It first provides a validation study with an exploratory factor analysis. A survey based on the Learning Process Questionnaire (LPQ) and Study Process Questionnaire (SPQ) by Biggs (1987b) and the Inventory of Learning Styles (ILS) by Vermunt (1992) was sent out to 237 sub-degree students in a Hong Kong tertiary institution. Four factors, namely the choice of subjects, study methods and contents, the seeking of teachers' support, and the sense of competition, are found to be important in determining students' approaches in online learning environment. The results reveal that students' approaches to online learning fit into the traditional learning approaches. However, contradicting previous research that teachers are not accountable for students' deep learning in online courses, our finding suggests that the importance of course instructors has increased when students shifted to online learning during the pandemic. Copyright © 2024 Inderscience.

Purpose. Online teaching was adopted in Hong Kong and many other places worldwide in compliance with the lockdown protocol during the COVID-19 pandemic. This research explores factors affecting the effectiveness of primary students' online learning as measured by students' responses to a questionnaire designed for this study. Method. 1,810 students from primary schools in Hong Kong from 15 out of 18 districts in Hong Kong completed the questionnaire in 2023. A Questionnaire was developed for this study to measure four factors, namely, family support in providing hardware and software to students, students' technology competence in using computers or iPads for learning, students' engagement in online learning, and online learning effectiveness. Confirmatory Factor Analysis showed that the questionnaire was reliable and valid. Structural Equation Modeling was used to test the hypotheses. Findings. The findings showed that family support in providing hardware and software and students' technology competence significantly affect students' engagement during online learning, and students' engagement significantly positively affects online learning effectiveness. Implications for Research and Practice. The study can cast light on the important relationships of family support and students' technology competence on students' learning engagement and online learning effectiveness. Furthermore, online teaching can be effective for primary students if sufficient support can be available. Copyright © 2024 Ani Publishing.

In the post-pandemic period, an increasing number of students have been using online learning environments, as students find them more convenient and feel less academic pressure. However, some students are comparatively disadvantaged due to their lack of access to a fast network or a powerful computer to attend online classes. Consequently, students may feel isolated due to their lack of internet connectivity. Based on conservation of resources theory, we aim to provide empirical evidence that various forms of student interaction in online learning classes mitigate negative psychological outcomes, such as distress and anxiety problems. A single-stage cluster sampling design was used for data collection. An online survey of 422 university students in Hong Kong was conducted in 2022; the students participated in online learning classes during the year. Partial least squares structural equation modelling was used for data analysis. The results showed that student-teacher, student-student and student-content interactions can reduce students' psychological distress by reducing their performance and technology anxieties in online learning environments. Practical performance and technology anxieties served as partial mediators of the association between online class interactions and psychological distress. Interaction did not have a direct effect on psychological distress. When using blended or online teaching and learning modes, more interaction should be promoted. For example, group exercises can be introduced by teachers during tutorials to enhance student-student interaction, teachers can use polling exercises to encourage student-teacher interaction and virtual reality environments can be introduced during classes to enhance student-content interaction. Copyright © 2024 Springer.

This study aimed to explore ESL teachers’ perceptions of online teaching during the COVID-19 outbreak in Hong Kong. A qualitative multiple-case study approach was employed, focusing on the online teaching experiences of three teachers in primary school contexts. Through semi-structured interviews and thematic analysis, rich data were collected and analysed. The findings revealed five prominent challenges faced by the teachers, including inadequate infrastructure, limited technical support and training, classroom management issues, teachers’ limited technological pedagogical content knowledge (TPCK) in ELT, students’ unreadiness and lack of parental support. The study also identified three opportunities arising from online teaching, such as changes in teachers’ attitudes and beliefs in technology, opportunities for teacher learning and experimenting with online teaching practice for pedagogical innovations. Despite the significant challenges encountered, the teachers perceived the online teaching experiences as opportunities to enhance their teaching competence with technology. This study has substantial implications, calling for strategic governmental measures to improve online learning in schools, highlighting the need to integrate technology-focused pedagogies into teacher education, revising outdated school curriculums to enhance students’ digital literacy, providing financial support for disadvantaged students, encouraging parental involvement in online learning and fostering collaborative professional learning communities to enhance English teachers’ TPACK. Copyright ©2024 Taylor & Francis.

The COVID-19 pandemic has necessitated the adoption of distance learning as a new alternative educational approach globally, a shift that has persisted even to the post-pandemic period. Despite identifying online educational advantages in previous studies, the abrupt societal changes brought about by the pandemic have exposed disproportionate difficulties. This study aims to understand how attention deficit/hyperactivity disorder (ADHD) children and their parents are influenced by this educational pattern, and to outline a framework to improve their home-based learning environment from a design perspective. Following the Kolb's Experiential Learning Cycle (KELC), the research commenced with the analysis of ADHD children and online-schooling in Hong Kong. After problems are identified initially, the observational study of 32 school students with or without ADHD in a home-learning environment is conducted to interpret these problems. This process has identified the key issues of domestic distraction and the need for resource support. The study also provides a multi-functional table design as an initial direction for developing supportive frameworks. Then, another study is conducted with a total of 30 school students with or without ADHD and their stakeholders to assess the effectiveness of the design concept. Therefore, the study's findings provide a valuable insight for proposing the framework to improve the home learning experience via the working area for ADHD children. These research findings not only contribute to academic discourse for validating ADHD children challenges in distance education, but also facilitate ADHD parents, educators and designers to enhance the home learning environment by offering a structured design framework. Copyright ©2024 Scientia Socialis Ltd.

Along with the COVID-19 pandemic outbreak, the educational systems in the world faced challenges due to the school lockdown and the change from face-to-face to online learning mode to adapt to the emergency health issue. The present chapter reviews the digital divide issues during the pandemic of COVID-19 over three years (2020-2022) in Hong Kong. Regarding the three levels of the digital divide (access, usage, and outcome), this chapter collected and analyzed secondary sources of literature to understand the extent to which digital resources were unevenly distributed among students from different backgrounds in Hong Kong and how various social sectors provided timely support to address these needs. The result showed the good practice of Hong Kong, in terms of the efforts made by multiple parties to provide prompt support to fill the gap of the digital access divide. Nevertheless, the gap in digital capability across individual students may have enduring impacts on their academic study and personal growth, which have not been sufficiently addressed. Copyright © 2025 selection and editorial matter, Huixuan Xu; individual chapters, the contributors.

Differentiated instruction (DI), an educational philosophy that aims to cater for learner diversity, has been advocated by scholars and teachers over the past two decades. Nevertheless, little is known about how teachers practise DI in online teaching, particularly in the context of English language teaching during the outbreak of the COVID‐19 pandemic. To fill this gap, this single participant case study aimed to delineate concrete ways of implementing DI during an online English writing lesson for English as a second language (ESL) learners in a Hong Kong primary school. To provide a thick description, multiple sources of data were extracted from a rich data pool of a two‐year longitudinal teacher professional development project which included lesson recordings, post‐lesson debriefing meeting recordings, and student work. The findings suggested that the case teacher employed various DI strategies (i.e., providing chances for all student participation, using multisensory pedagogical designs, using information technology) to cater for learner diversity during online English teaching. It is argued that despite the potential challenges, it could be feasible and manageable to employ some DI strategies to address learner diversity during online English teaching. This study contributes to DI theory and practice by deepening our understanding of implementing DI in the context of online English teaching and providing a valuable reference for educational practitioners. It also advances our knowledge of how technology could be leveraged to support DI implementation. Copyright ©2024 Wiley.

This article reports findings from a mixed-method study investigating parents’ perspectives and experiences in navigating their children’s online learning during the COVID-19 pandemic. The study involved surveys of parents (n = 775) and interviews (n = 32) conducted in eight primary schools in Hong Kong. Statistical analyses revealed that parents’ perceptions of online learning (PPOL) were positively affected by their self-efficacy in providing online learning support, their expectations for parent-teacher communication, and their satisfaction with schools’ support. Conversely, increased levels of parental engagement and stress, and the need for regular school updates negatively affected PPOL. Qualitative findings showed that parents’ perspectives were influenced by experiences tied to their normative role expectations and their perceptions of teachers and schools, which subsequently shaped their emotional responses to online learning. These findings offer nuanced insights for developing policies and practices aimed at better supporting parents’ engagement in the digital era. Copyright © 2024 the author(s).