Poster Presentation Time: 1225-1400; 1500-1600

Venue: F4, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Mr Chun Hoi CHEUNG, Assistant Professor of Practice, School of Chinese Medicine, Hong Kong Baptist University

– Miss Hoi Yan FONG, Hong Kong Baptist University

– Miss Judith WONG, Hong Kong Baptist University

– Mr Conrad Kwan Ho CHAN, Hong Kong Baptist University

– Mr Shu Kin FONG, Hong Kong Baptist University

Abstract

Background: Led by Hong Kong Baptist University in collaboration with the University of Hong Kong, the project initiated the first-of-its-kind non-conventional simulation practicum in a realistic setting using Virtual Reality(VR) technology. Aim: The aim is to enhance students’ first-hand experiences with TCM diagnosis and consultations, thereby optimize the effectiveness of service-learning and equip students with necessary attributes such as self-learning ability and communication skills as future practitioners. Method The project encompassed (1)scriptwriting for VR development, (2)VR application with debriefing sessions held to explain the rationales of diseases and relevant physical examinations(PE) to students, and (3)skills contribution in service-learning. Numerical data was obtained through pre and post VR survey for analysis. The statistical test used was Wilcoxon signed-rank test, a paired difference test for comparing the pre-post scores of two matched samples. Post-VR focus group interviews were conducted to collect students’ views on the pros and cons of VR. Evaluation results Quantitatively, 51students completed the VR activity and responded the pre and post VR survey. Under 10-mark scoring scale with 10 as the largest extent, students’ self-evaluation on professional knowledge improved significantly. The medians of the mastery of diagnostic criteria, typical symptoms and physical examinations all increased from 6 to 7 with p<0.001. Students’ self-learning ability, understanding towards consultation procedures, technique in verbal consultation and skills in communicating with patients elevated from 6 to 7 in median, with p-values of 0.009,<0.001,<0.001 and p<0.05 respectively. Qualitatively, students mentioned in focus group that they got insights on the choices of physical examinations to be done in service-learning through VR. Yet, some students reported dizziness and nausea caused by VR headsets as the main barrier of the project, making it inapplicable to all students. Conclusion: This innovative approach is proven to improve clinical knowledge, foster self-learning ability, and develop generic attributes of students.

Theme: 1: Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

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)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: A3, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Professor Suntong QI, Assistant Professor of Teaching, Department of Marketing and International Business, Lingnan University

Abstract

As the adoption of AI-generated content (AIGC) continues to grow in educational settings, it is crucial to understand its impact on student learning experiences. Through surveys with undergraduate students, we explore students’ attitudes, perceptions, and expectations toward AIGC in their academic pursuits. By examining the student perspective, the presentation will provide valuable insights into the evolving landscape of AIGC in education. It will highlight the strategies and best practices that educational institutions can implement to ensure the responsible and ethical use of AIGC, empowering students to navigate this technological landscape effectively.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: A2, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Professor Helen Hongyan GENG, Assistant Professor of Teaching, Science Unit, Lingnan University

Abstract

This study investigates the implementation of co-teaching in four general education courses — Earth Science, Environmental Science, Ecology, and Law—centered around the theme of carbon footprint. The project unfolds in two phases. Phase I engages Earth Science and Environmental Science in a structured debate on climate change, aiming to enhance students’ critical thinking by juxtaposing evidence supporting climate change against skeptical views. Phase II extends the co-teaching model to include Earth Science, Law, and Ecology, with a focus on groundwater pollution, to highlight a multidisciplinary approach to the issue. Throughout both phases, students from the co-teaching courses assimilated both face-to-face and online, concluding with individual research projects that analyze their co-teaching experiences. This study aims to promote curiosity-driven learning, nurture multidisciplinary education, and enhance students’ critical thinking and analytical competence.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

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)