Age Difference of Self Learning Aspect, Effective Learning Aspect and Multimedia Aspect Towards E-Learning Courses in Hong Kong Higher Education

2020 ◽  
Author(s):  
H.K. Yau ◽  
K.C. Yeung
Keyword(s):  
Higher Education ◽  
Hong Kong ◽  
Age Difference ◽  
Effective Learning ◽  
E Learning ◽  
Self Learning ◽  
Hong Kong Higher Education

ePortfolios for Higher Education

2012 ◽  
pp. 149-169 ◽  
Author(s):  
Dean Fisher ◽  
Hok Ling Cheung ◽  
Valerie Pickard ◽  
Yingjun Chen ◽  
Yin Fan Chan ◽  
...  
Keyword(s):  
Higher Education ◽  
Hong Kong ◽  
Personal Development ◽  
Learning Approach ◽  
The Past ◽  
Different Types ◽  
Self Learning ◽  
Hong Kong Higher Education

This article discusses the issues of and solutions to ePortfolio adoption in the Hong Kong higher education context. Over the past few years, all eight government-funded universities in Hong Kong have been piloting different types of ePortfolios for different purposes. However, the piloting and use of ePortfolios have been rather fragmented. This article discusses the issues of and solutions to ePortfolio adoption in the Hong Kong higher education context. The aim of this project is to develop an ePortfolio culture which will encompass both the academic/course-based, self-learning approach and the support/personal development/professional approach.

The professional development needs for the use of educational technology

2019 ◽  
Vol 16 (2) ◽  
pp. 159-171 ◽  
Author(s):  
Kam-Cheong Li ◽  
Billy Tak-Ming Wong
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Educational Technology ◽  
Hong Kong ◽  
Online Survey ◽  
Teaching Experience ◽  
Current Status ◽  
Content Type ◽  
Professional Development Needs ◽  
Hong Kong Higher Education

Purpose This study aimed to identify the professional development needs of academics in Hong Kong higher education for the use of educational technology. Design/methodology/approach An online survey was conducted in 2017, which involved 374 academics from Hong Kong higher education institutions. The survey covered their perception and use of educational technology for professional activities and their relevant professional development needs. Findings The results showed an overall positive perception by the academics of the usefulness of online learning with the aid of technology, which was regarded as an effective complement to face-to-face learning. However, their use of educational technology focused only on general online applications, such as document and video-sharing tools, and e-learning platforms. Among various professional development needs, those related to the use of specific educational software with sharing of practical examples were considered to be most highly desired by the academics. In addition, the academics working in lecturer positions tended to use more online applications and had a higher need for professional development, than those with more teaching experience. Originality/value The findings contribute to identifying the current status of the use of educational technology and the professional development needs among academics in Hong Kong, as well as the differences between academics in different job positions and with different amounts of teaching experience. The results help in designing suitable professional development activities which address the specific needs of academics.

How academic leaders facilitate knowledge sharing: a case of universities in Hong Kong

2020 ◽  
Vol 41 (6) ◽  
pp. 777-798
Author(s):  
Man Fung Lo ◽  
Feng Tian
Keyword(s):  
Higher Education ◽  
Hong Kong ◽  
Knowledge Sharing ◽  
Latent Variables ◽  
Organizational Factors ◽  
Individual Factors ◽  
Content Type ◽  
Helping Others ◽  
The Impact ◽  
Hong Kong Higher Education

PurposeThe objective of this study is to investigate the factors of two sub-processes – knowledge donating and knowledge collecting – of knowledge sharing in Hong Kong higher education context. This study examines the individual factors, organizational factors and technology factor of knowledge sharing. Individual factors include enjoyment in helping others and knowledge self-efficacy while organizational factors refer to the top management support, organizational rewards and organizational culture. The use of technology system is proposed to be the technology factor.Design/methodology/approachBased on the literature review, this study develops a structural model representing the impact of six latent variables on knowledge donating and knowledge collecting processes Data from a questionnaire survey of 166 respondents from academics from Hong Kong higher education sector was used to analyze the model. PLS-SEM was adopted in this study.FindingsThe result of the data analysis suggests enjoyment in helping others has a positive impact on both knowledge donating and knowledge collecting. For organizational factors, a trust and collaborative culture enhance both the sub-processes. The technology factor only contributes to the knowledge donating process. Several practical implications are provided to high education leaders, for instance, by establishing a trust and collaborative environment, academics are more eager to donate and collect knowledge.Originality/valueThis paper provides insights for researchers to further understand how individual, organizational and technology factors affect two sub-processes of knowledge sharing. On the practical side, this study validated several critical factors to successful knowledge donation and knowledge collection.

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