Poster Presentation Time: 1500-1600; 1700-1800

Venue: B2, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Mr Iain KILLOUGHERY, Lecturer, Sport, Physical Education and Health, Hong Kong Baptist University

Abstract

Graduate attributes (GAs), formally adopted by higher education institutions for some time, describe the skills and competences that students should develop over the course of their studies. GAs are considered important to universities as they act as a means to represent and extend their brand, while also providing a channel to maintain connection with industry. However, despite regular engagement with industry, employers remain unsatisfied with graduate transferable skills. This may be caused by a lack of a common theoretical underpinning to develop such attributes. Therefore, the aim of this study was to provide an evidence-based methodology which develops transferable skills in university graduates. Two classes were used in this study; one class received a 12-week intervention incorporating a variety of coaching activities. The second class acted as a control group. Students completed pre-intervention surveys providing self-reports of ratings in GAs and resourcefulness behaviours. Post-intervention, students again complete surveys reporting self-ratings on the same topics. Survey data was analysed to identify changes in student scores, which highlighted improvements in all graduate attribute ratings post-intervention. Furthermore, help-seeking behaviours were shown to have significant improvement post-intervention. This study suggests that coaching practices may provide an effective method to develop transferable skills in students.

Theme: 2. Thematic Exploration

Sub-theme: 2.4  Whole-Person Development

Poster Presentation Time: 1500-1600; 1700-1800

Venue: B1, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Miss Eunice Yuen Man CHAU, Senior Research Assistant, Department of Geography, Asian Energy Studies Centre, Hong Kong Baptist University

– Mr Andy Wei Hei SIU, Senior Research Assistant, MPhil student, Department of Geography, Asian Energy Studies Centre, Hong Kong Baptist University

Abstract

In this digital era, the learning model of higher education students has been reshaping due to emerging social structures and technological forces in a smart society, alongside the COVID-19 pandemic. Previous research has shown that there are several barriers to the implementation of research-based learning and teaching (RBLT) from the perspective of both students and teachers that are insufficient to cope with the changes in the present, and community-based learning that utilises the community as living laboratories seems to be a feasible solution. This research aims to develop a novel model of RBLT, adopting a train-the-trainer approach for over 70 student interns across local universities, and establishing a five-tiered organisational structure to comprehensively evaluate their positive changes in all sub-themes in Cognitive (knowledge-based), Psychomotor (action-based), and Affective (emotion-based) domains. Research data were collected from more than 70 events supported by trained student interns serving over 2,000 participants in our four research communities and partner schools. The research indicated that the impact of the model of community-based RBLT went beyond enhanced teaching and learning effectiveness for students and teachers. The combination of online and physical learning experiences also created synergies between learning and teaching.

Theme: 2. Thematic Exploration

Sub-theme: 2.1 Community of Practice (CoP)

Oral Presentation Time: 1400-1500

Venue: Rose Room, Lower Level II

Presenter(s)

– Dr Ronnie SHROFF, Principal Project Fellow, Teaching and Learning Centre, Lingnan University

Abstract

In response to the COVID-19 pandemic, the University Grants Committee (UGC) and the Quality Assurance Council (QAC) allocated dedicated funding to support the strategic long-term development of virtual teaching and learning (VTL) in Hong Kong’s eight UGC-funded universities. Lingnan University, as the lead institution of a consortium of six participating universities, secured funding to establish benchmarking practices and quality assurance standards on VTL that reference internationally accepted standards within the local context. This project aims to strengthen institutional capabilities and enhance the quality of VTL provision, including online teaching and learning, distance education delivery, and technology-enhanced learning. The project involves collaboration and funding from The University of Hong Kong, The Hong Kong University of Science and Technology and the City University of Hong Kong, as well as in-kind support from The Chinese University of Hong Kong and The Hong Kong Polytechnic University. The primary objective of this project is to establish a shared quality assurance framework and standards for online learning and teaching that align with local and global standards. By adopting a collaborative approach, this project seeks to enhance the quality of VTL as a key strategic focus area of institutional development and performance improvement. This presentation will provide an overview of the project’s key objectives, methodology and outcomes. It will also discuss the challenges encountered and lessons learned in developing quality assurance and benchmarking standards for VTL across universities. Finally, the presentation will conclude with recommendations for future collaborations to enhance the quality of VTL provision within the Hong Kong higher education context.

Theme: 1. Showcase Project Achievements

Sub-theme: Strategic Development of Virtual Teaching and Learning (VTL)

Oral Presentation Time: 1400-1500

Venue: Peony Room, Lower Level II

Presenter(s)

– Ms Anna Wai Yee YUEN, Lecturer / Person-in-charge, Virtual Exchange Centre, School of Continuing Education, Hong Kong Baptist University

Abstract

Funded by the Quality Enhancement Support Scheme (QESS), the “Virtual Exchange for Authentic Teaching and Learning Innovation” project aims to establish partnerships with international tertiary institutions, equip teaching staff with Virtual Exchange (VE) skills, and promote VE as an innovative teaching pedagogy. The Virtual Exchange Centre (VEC) was established at the School of Continuing Education (SCE) in September 2022 to facilitate VE opportunities with our global partners. This presentation highlights SCE’s internationalisation efforts in VE, featuring successful course-embedded exchanges and extracurricular activities with institutions worldwide. Partnerships have been established with institutions from the U.S., U.K., Canada, Sweden, Australia, Japan, and Malaysia, with ongoing exploration of VE collaborations with potential partners from Mexico, Germany, Spain, Thailand, and India. Supported by quantitative and qualitative data, the presentation showcases the positive impact of internationalisation in VE on teaching and learning experiences. Engaging videos and compelling stories from SCE’s VE programs will be shared. In summary, the project exemplifies SCE’s commitment to enhancing education through global connection and collaboration through VE. It showcases the establishment of global partnerships, the development of VE programs, and the positive outcomes of internationalisation efforts. The presentation aims to inspire and inform the audience about the growing trend and transformative potential of VE in higher education.

Theme: 1. Showcase Project Achievements

Sub-theme: Quality Education Fund (QEF), and Quality Enhancement Support Scheme (QESS)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: H3, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Henry Tsz Yeung FUNG, Lecturer cum Programme Director of ORGC Concentration, Communication Studies, Hong Kong Baptist University

Abstract

The outbreak of the COVID-19 pandemic had a profound impact on university students’ learning, necessitating a sudden shift from face-to-face learning to virtual learning. This sudden shift disrupted student-teacher interactions and cut off access to vital resources like libraries and media labs, leaving students scrambling in an unfamiliar digital landscape. Recognizing the need for accessible learning tools in these uncertain times, this study centres on the curation of a digital video archive featuring exemplary student works to facilitate peer-to-peer learning in the context of the COVID-19 pandemic. Fifty high-achieving students majoring in communication were invited to discuss their learning experiences and the processes involved in creating distinct class projects. These interviews were then turned into thirty short peer-learning videos and stored in a digital archive. The archive was advertised to over 200 students via mass email, in-class promotions, and school web pages during the Fall 2022 and Spring 2023 semesters. To gain a better understanding of student engagement with the digital archive as a means of active learning and knowledge construction, three focus group interviews were conducted. Findings reveal that the archive positively impacts student learning by providing an accessible, flexible platform for understanding course materials outside of the traditional classroom setting. This is particularly useful during the add/drop period when students want to learn more about the course before enrolment. Additionally, the peer advice and work samples shared in the videos provide a grounded perspective on instructor expectations, hence enabling students to produce higher-quality work.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.3  Special UGC Grant for Strategic Development of Virtual Teaching and Learning (VTL)