scholarly journals The Architecture of Built Pedagogy for Active Learning—A Case Study of a University Campus in Hong Kong

Buildings ◽  
2019 ◽  
Vol 9 (11) ◽  
pp. 230
Author(s):  
Edmond W.M. Lam ◽  
Daniel W.M. Chan ◽  
Irene Wong
Keyword(s):  
Hong Kong ◽  
Active Learning ◽  
Collaborative Learning ◽  
Interior Design ◽  
Design Principles ◽  
University Education ◽  
Learning Spaces ◽  
Teachers And Students ◽  
The Impact

Traditional teaching modes are engaged with teachers delivering knowledge to students with minimum feedback. Teaching is conducted in lecture theaters and classrooms, which are sometimes designed with minimum flexibility for university education. However, the rapid development of information and communication technologies has altered the teaching pedagogy from traditionally teacher-centered to more collaborative learning between teachers and students. Learning spaces should be designed to be interactive and collaborative with suitable physical movement and social engagement among teachers and students. This paper aims to examine the relationships between modern technology and pedagogical shift, and to identify and discuss the essential design principles for effective active learning through built pedagogy. A recent renovation project of The Hong Kong Polytechnic University in converting conventional classrooms and lecture theaters to active learning spaces was adopted as a case study to illustrate and validate the design principles and their actual implementation. Feedback and responses from 410 end-user students on the impact of the renovated classrooms and lecture theaters on teaching and learning effectiveness were gleaned through empirical survey questionnaires dispatched face-to-face to students after attending classes in the renovated classrooms and lecture theaters. The results of factor analysis indicated that the 15 variables of key design criteria for active learning spaces were consolidated under six underlying clustered factor groups: (1) Versatility of learning space; (2) interior design of learning environment; (3) modern information technology / audio and video (IT/AV) technologies; (4) interior lighting; (5) comfortable furniture and acoustic design; and (6) interior temperature. The survey findings can serve as good references and useful insights for architects in designing new learning spaces and facilities that assist active and collaborative learning for university students in future.

scholarly journals Active Learning via Problem-Based Collaborative Games in a Large Mathematics University Course in Hong Kong

2019 ◽  
Vol 9 (3) ◽  
pp. 172
Author(s):  
Fridolin Sze Thou Ting ◽  
Wai Hung Lam ◽  
Ronnie Homi Shroff
Keyword(s):  
Hong Kong ◽  
Active Learning ◽  
Collaborative Learning ◽  
Learning Outcomes ◽  
Conceptual Understanding ◽  
Positive Impact ◽  
Tertiary Education ◽  
Background Knowledge ◽  
Learning Platform ◽  
The Impact

Research has demonstrated the positive impact of active learning on students’ learning outcomes, particularly in science, technology, engineering and mathematics (STEM) fields. However, few studies have explored the impact of active learning via problem-based collaborative games in large mathematics classes in the context of Asian tertiary education. This study assesses the effects of active learning on students’ learning outcomes using class test scores and the calculus concept inventory (CCI) to test the conceptual understanding of the basic principles of differential calculus, in a first year calculus course in Hong Kong. Three hypotheses were tested to determine the effects of game-based collaborative learning on learning mathematics among students. Active learning through a problem-based collaborative learning methodology was employed, using Kahoot!, a game-based learning platform. Results supported all three hypotheses, demonstrating a statistically significant increase in students’ conceptual understanding and examination performance, based upon their individual perceptions of active engagement and time spent in active learning. Our results indicated that active learning “levels the playing field”, in the sense that students with less pre-requisite background knowledge, using a problem-based collaborative learning methodology, were relatively more inclined to catch up or even exceed the performance of students with a stronger prerequisite background knowledge, at the end of the course.

scholarly journals Coping with English for Academic Purposes Provision during COVID-19

2021 ◽  
Vol 13 (15) ◽  
pp. 8642
Author(s):  
Lucas Kohnke ◽  
Andrew Jarvis
Keyword(s):  
Hong Kong ◽  
Collaborative Learning ◽  
Online Teaching ◽  
Qualitative Case Study ◽  
English For Academic Purposes ◽  
Teacher Perspectives ◽  
Case Study Approach ◽  
Study Approach ◽  
University Studies

COVID-19 and the shift to online teaching necessitated a change in approach for English for Academic Purposes (EAP) teachers in preparing their students for university studies. This study explored how EAP instructors coped with and adapted their provision for emergency remote teaching. The study was conducted at an English-medium university in Hong Kong and a qualitative case study approach was adopted. The results revealed two overarching themes of opportunity and challenge. While the sudden shift to online teaching forced innovation and fostered collaborative learning and feedback, teachers experienced difficulties in communicating with students and monitoring their learning. The study voices teacher perspectives in delivering EAP courses online and highlights important implications for the successful delivery of future online EAP provisions.

scholarly journals Typhoon Mangkhut Case Study: Household and Community Typhoon Preparedness in Hong Kong, a Densely Populated Urban City

2019 ◽  
Vol 34 (s1) ◽  
pp. s45-s45
Author(s):  
Asta YT Man ◽  
Emily Ying Yang Chan ◽  
Holly CY Lam
Keyword(s):  
Hong Kong ◽  
Univariate Analysis ◽  
Warning System ◽  
Population Based ◽  
Air Conditioners ◽  
Health And Wellbeing ◽  
Urban City ◽  
Socio Demographic Factors ◽  
The Impact

Introduction:As a subtropical urbanized city in Southeast Asia, Hong Kong is prone to frequent typhoons. With an increasing number of severe typhoons, usual preparedness measures should be explored to assess their adequacy to safeguard health and wellbeing. Typhoon Mangkhut (2018) serves as an example of the successes and limitations of community preparedness for a severe typhoon.Aim:To explore how Hong Kong residents prepared for Typhoon Mangkhut and whether their usual preparedness measures provided enough protection.Methods:A population-based randomized telephone survey of Hong Kong residents (n=521) was conducted soon after Typhoon Mangkhut’s landing. Only residents aged 18 or above and understood Cantonese were included. Socio-demographic factors, types of typhoon and general preparedness, risk perception, and impacts from the typhoon were asked. Descriptive characteristics and univariate analysis were used to describe the patterns and associations.Results:8.6% of respondents felt their home was at high risk of danger during typhoons although 33.4% reported some form of impact from Mangkhut. Over 70% reported doing at least one typhoon specific preparedness measure. Among those who practiced at least one typhoon specific preparedness measure, 37.2% (p=0.002) were affected by the typhoon.Discussion:Despite the high adaptation of preparedness measures, warranted by the frequent typhoons, Hong Kong residents were not adequately prepared for a severe typhoon. While the early warning system and evacuation of flood-prone areas mitigated some of the impact, unexpected effects such as flying air conditioners, roadblocks affecting employment, swaying buildings, and loss of power supply were not accounted for. Future preparedness for natural disasters which will become more extreme due to climate change and needs to account for unforeseen risks.

Power, accidents, and institutional changes: the case of a Chinese hospital in Hong Kong

2012 ◽  
Vol 27 (1) ◽  
pp. 151-174
Author(s):  
SHU-YUN MA
Keyword(s):  
Hong Kong ◽  
Theoretical Perspective ◽  
Historical Institutionalism ◽  
Institutional Setting ◽  
Institutional Changes ◽  
Political Sovereignty ◽  
Windows Of Opportunity ◽  
The Impact

ABSTRACTIn response to the call for more investigation on ‘institutional dynamism’, this article examines the role of power and accidents in causing institutional changes, employing the theoretical perspective of historical institutionalism. The impact of two ‘accidents’ (epidemics) on the institutional setting of a hospital in Hong Kong under different power contexts (changes of political sovereignty) is analysed as a case study. The finding is that power matters more than accidents. This is not to deny the importance of accidents. Accidents matter because they produce windows of opportunity for institutional changes to take place. Through political manoeuvres powerful actors may decide which accidents should cause change.

scholarly journals From Distraction to Contribution: A Preliminary Study on How Peers Outside the Group Can Contribute to Students’ Learning

2015 ◽  
Vol 6 (3) ◽  
Author(s):  
Victoria Chen
Keyword(s):  
Active Learning ◽  
Traditional Classroom ◽  
Learning Activities ◽  
Learning Spaces ◽  
Case Study Approach ◽  
Study Approach ◽  
Pedagogical Design ◽  
New Learning ◽  
Preliminary Study

Active Learning Classrooms are new learning spaces that allow collaborative learning activities to take place easily over the traditional classroom. However, some features of these rooms could be viewed as “distracting” to students’ learning such as the multiple interactive screens. The purpose of this paper is to begin the conversation on how subtle roles in the learning environment could impact learning. Using a case study approach, an activity from one course was chosen that exemplified how peers outside students’ immediate group can influence their learning. Based on the preliminary findings, it is suggested that being aware of these subtle roles peers outside the group can have on students and making them explicit in the pedagogical design of the course can lead to maximizing the usage of the space to potentially foster greater learning. Les salles de classe où l’on pratique l’apprentissage actif sont de nouveaux espaces d’apprentissage qui permettent d’organiser des activités d’apprentissage collaboratif plutôt que de pratiquer l’enseignement traditionnel. Toutefois, certains aspects de ces salles de classe peuvent être considérés comme « gênants » pour l’apprentissage des étudiants, par exemple les multiples écrans interactifs. L’objectif de cette communication est d’ouvrir le débat sur la manière dont les rôles subtils de l’environnement d’apprentissage peuvent avoir des effets sur l’apprentissage. En utilisant l’approche qui consiste à faire une étude de cas, une activité d’un cours donné a été choisie pour exemplifier comment les pairs qui se trouvent à l’extérieur du groupe immédiat des étudiants peuvent influencer leur apprentissage. Selon les résultats préliminaires, il semblerait que le fait d’être conscient de ces rôles subtils que les pairs qui se trouvent à l’extérieur du groupe peuvent avoir sur les étudiants et le fait de les rendre explicites dans la conception pédagogique du cours peuvent mener à maximiser l’usage de l’espace en vue de favoriser un meilleur apprentissage.

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