Blending a Linguistics Course for Enhanced Student Learning Experiences in a Hong Kong Higher Education Institution

2021 ◽  
pp. 103-124
Author(s):  
Lixun Wang
Keyword(s):  
Higher Education ◽  
Hong Kong ◽  
Student Learning ◽  
Learning Experiences ◽  
Education Institution ◽  
Higher Education Institution ◽  
Hong Kong Higher Education ◽  
Student Learning Experiences

Comparing perceived learning experiences of two concurrent cohorts under curriculum reform in Hong Kong

2017 ◽  
Vol 25 (3) ◽  
pp. 270-286
Author(s):  
Yue Zhao ◽  
Jenny M.Y. Huen ◽  
Michael Prosser
Keyword(s):  
Hong Kong ◽  
Student Learning ◽  
Curriculum Reform ◽  
Learning Experiences ◽  
Perceived Learning ◽  
Content Type ◽  
Latent Mean Differences ◽  
Mean Differences ◽  
The Impact ◽  
Student Learning Experiences

Purpose Hong Kong has undergone extensive curriculum reform and shifted from a three-year to a four-year university system. With a nuanced look at the impact of the curriculum reform, the purpose of the present study was to compare two concurrent cohorts by examining the extent to which the students in each cohort perceived their learning environment and learning outcomes differently and to what extent their perceptions differed. Design/methodology/approach A sample of 3,102 first-year students enrolled at a Hong Kong university responded to the student learning experience questionnaire (SLEQ). The perceived learning experiences between the two cohorts were tapped through several latent factors and validated through tests of measurement invariance. Latent mean differences were then compared. A multiple-group confirmatory factor analysis approach was used. Findings The findings suggested that measurement invariance of the scales of the SLEQ was established and that the two cohorts of students perceived largely similar learning experiences. The latent mean differences were statistically significant on the scales of feedback from teacher, clear goals and standards, personal integrity and ethics, intercultural competence, global perspective and civic commitment. Practical implications The results facilitate the understanding of perceived student learning experiences with evidence-based implications for enhancing student learning experiences and refining the four-year curriculum under the new curriculum reform conditions. Originality/value This is the first institution-wide study that compares student learning experiences of two concurrent cohorts under curriculum reform initiatives of Hong Kong. It provides a meaningful and pertinent example for educators and researchers worldwide to analyze the impact of curriculum reform from the perspective of students’ perceived learning experiences. Similar studies adopting rigorous approaches in the measurement of students’ perceived learning experiences are relatively rare in higher education. Such efforts are encouraged for accountability and quality improvement purposes.

scholarly journals Implementation of a Student Learning Assistant scheme on a new higher education campus

2014 ◽  
Author(s):  
Bheshaj Kumar Ashley Hoolash ◽  
Adeelah Kodabux
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Implementation Process ◽  
Education Institution ◽  
Pilot Project ◽  
Branch Campus ◽  
Higher Education Institution ◽  
The Creation ◽  
Academic Year

Middlesex University, Mauritius Branch Campus was setup in 2010, and as any credible British higher education institution, its aim has been to improve students’ learning as well as students’ experience. One such venture has been the creation of the Student Learning Assistant (SLA) scheme. The pilot project was run from January 2013 to May 2013 and the scheme is ongoing for the new academic year which started in September 2013. The purpose of this reflective paper is to explain thoroughly the implementation process of the SLA scheme and to recommend any improvements that can be instigated to overcome the challenges that the authors (SLA coordinators) faced when overseeing the running of the SLA scheme.

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