This paper explored teacher professional development (TPD) for online and blended learning (OBL) via microlearning in the higher education English language teaching context in Hong Kong in 2021 and 2022. OBL requires teachers to integrate technology. This study drew on quantitative survey data (N = 67) and interviews (N = 12) that took place after the participants were exposed to microlearning. The findings illuminated that microlearning was perceived as flexible and stress-free and allowed teachers to focus on relevant and immediate tasks using bite-sized learning segments to achieve digital growth. Such activities created favourable conditions to equip them with the skills necessary to teach effectively in the context of the “new normal”. Moreover, the study shed light on how previous TPD activities were often considered too general to improve teachers’ digital competence. It concluded with a call for more research on microlearning and TPD for OBL to help teachers gain pedagogical, theoretical and practical knowledge to enhance their teaching. Copyright © 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

This paper focused on students’ learning experiences in a flipped data science class integrated with peer instruction and just-in-time teaching. University students in Hong Kong participated in the research during the pandemic. Students’ perceptions of the flipped learning mode were investigated by a 5-point Likert scale questionnaire. According to the results, most students felt they enjoyed learning with the flipped mode since it allowed them to learn flexibly and independently. The course materials (i.e., instructional videos, lecture notes, and in-class exercises) were well-designed, and students perceived the materials were useful and user-friendly. As suggested by the students, more time should be given to the pre-class learning activities. Based on the suggestions, the researchers provide practical implications on improving teaching in the flipped science class. This study demonstrates how to flip a data science class and proves its value on students’ learning, providing implications for using flipped learning during the pandemic period. Copyright © 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG.

Online and blended learning (OBL) requires a different skill set than face-to-face teaching. The ability to facilitate student-centered teaching by integrating technological information and communication technology (ICT) in pedagogically effective ways is urgently needed. This study explored the microlearning experience of twelve English as a second language teachers at a Hong Kong university as a form of teacher professional development (TPD) to prepare them for the transition to OBL during the COVID-19 pandemic. Qualitative data was collected through semi-structured interviews to capture a holistic overview of teachers’ experience with bite-size, practical, and easily digestible TPD directly relevant to teachers’ practice. The findings indicate that teachers found the microlearning TPD activities to be quick, relevant, and engaging; they provided practical knowledge and confidence. Such activities are suggested to create favorable conditions to equip teachers with the necessary skills in OBL. Effective TPD for English as a second language teachers should focus on improving digital competence through short learning activities situated in the specific teaching context and providing input through activities in various modalities. Copyright © 2023 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Curriculum reforms in Hong Kong have put more emphasis on play pedagogy juxtaposed with teacher-directed academic learning. Against this background, this study investigated the nature of the play-based learning approach by reviewing Fröbel’s play pedagogy (Spielpädagogik) and comparing it with the policies and practices of the play-based curriculum in Hong Kong. Data collection consisted of observations, interviews, and analyses of curriculum documents. Based on Fröbel’s educational philosophy on Spielpädagogik, policy documents and the results of empirical studies were analyzed and critically compared. The findings showed that Hong Kong’s play-based learning curriculum had some elements in common with Fröbel’s Spielpädagogik; however, the child-initiative (Selbstbestimmung) aspect emphasized in Fröbel’s Spielpädagogik was not commonly observed in Hong Kong’s classrooms because of time constraints and other sociocultural factors. There were also similarities between Fröbel's “play care” (Spielpflege) and teachers’ roles in children’s play advocated by Hong Kong’s curriculum policies. Yet, comparatively, Fröbel’s play care gave clearer directions on teachers’ roles, particularly on how to use language to guide children’s play. The research findings provide clearer insights into how the play-based approach in Hong Kong should move forward, and suggestions for which direction other places advocate play-based approach should take. Copyright © 2023 EECERA.

The Education University of Hong Kong has launched various animation projects, such as "Jockey Club From Words to Culture Programme: An Animated Way to Learn Chinese", "The Animated Chinese History for Curious Mind Project" and "The Life and Values Education Animated Series", to enhance children's interest in learning Chinese language, history, culture, developing their moral characters and positive values through learning the good deeds and achievements of the figures. Past studies have shown that animation teaching can enhance local children's language ability and interest in learning, and is even more effective in developing children's moral values. In this study, students from the Education University of Hong Kong adapted animation materials to suit the age and language proficiency of NCS children. The students used animation as a novel way to teach NCS children. NCS children from four social welfare organizations and schools were used for four to six weeks of intervention. The research questions include (1) How to adapt the animation materials for NCS children? (2) Does the language ability of NCS children improve through teaching with animation? (3) Does the interest of NCS children in language learning improve through teaching with animation? In this way, the features of the teaching materials and pedagogies that can effectively enhance the learning of the Chinese language and culture of NCS students are also summarized in this study. Copyright © 2023 ACEID.

This study attempted to analyze learning strategies used by Hong Kong university students for learning English. Results indicate that Cantonese native speakers mostly used cognitive strategies when learning English, while memory strategies were the least used. Besides, the use of memory strategies among males varied significantly, and little difference was observed in the use of metacognitive strategies by females. The use of cognitive strategies was significantly associated with grade level, with fourth-year students using cognitive strategies more often than fifth-year students. Finally, on correlating the daily study time with cognitive strategies, it was observed that students who studied more than 0.5 hours a day used cognitive strategies more frequently than those who studied less than 0.5 hours a day. This study not only provides new evidence that grade level and study time affect the use of English learning strategies in Hong Kong, but also yields some important pedagogical implications. Copyright © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This paper examines teaching practices prevailing across five cities (Hong Kong, Macau, Shanghai, Singapore and Taipei) for the underpinning pedagogical identities that inform practice (identity grafting). The study adopts innovative approaches via OECD teacher surveys to identify relationships between pedagogical identities (highly effective, outcome-centred, discipline-centred, diversity-centred and lowly effective) and teaching effectiveness in implementing pedagogically informed practice (instructional: learning-focused and assessments; classroom management: motivational, discipline and diversity). An original concept of identity grafting is employed to highlight which pedagogical identities best support teaching effectiveness (blending, integrating, reversing and repressing). Cluster analysis rigorously compares teachers’ pedagogical identities, teaching effectiveness and identity grafts in all five cities. Shanghai and Singapore have the largest segments of highly effective teachers within the local teacher population. However, Singapore likewise has the largest segment of lowly effective teachers among the cities, and Shanghai teachers are overall less likely to value diversity management than teachers in other cities. Across the cities, teachers who implement diverse practices by blending or integrating, and, to some extent, reversing pedagogical identities, have more effectiveness than those who repress their identities. The results provide globally significant insights into targeted professional development for different teacher segments within and between contexts. Copyright © 2023 International Professional Development Association (IPDA).

This study assessed the effect of a teacher professional development (PD) programme that incorporated culturally responsive teaching on Chinese kindergarten teachers' perceptions of learning motivation of ethnic minority (EM) vs. Chinese pupils in Hong Kong. The moderating role of classroom ethnic composition was examined. Forty-five teachers in the intervention group attended 20 sessions of PD courses over 10 months, whereas 40 teachers who did not attend the current programme formed a control group. Pre- and post-tests were conducted to assess teacher perceptions of learning motivation and engagement of Chinese and EM pupils. Hierarchical structure of data was accounted for with multilevel modelling. Results showed that the intervention resulted in positive changes in teacher perceptions of learning motivation of EM (vs. Chinese) pupils among teachers working in classrooms with low proportions of EM pupils when compared to teachers in the control group. The findings highlighted that teachers' cultural diversity training programmes should be evaluated in relation to classroom ethnic composition and other contextual factors that influence the quality and frequency of interethnic contact. Copyright © 2022 Routledge.

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.