Abstract: As more and more students bring electronic gadgets to the classroom, more and more find teachers struggle to keep students actively engaged in the learning process. Whole brain teaching (WBT) is a relatively new strategy adopted by teachers in the United States. Its purpose is to increase student engagement and, in turn, increase student achievement. Currently, there is very limited literature about the WBT in academic databases. The current literature is mainly about WBT practices in secondary education or lower levels. This is the report of an attempt to use some of the WBT techniques in post-secondary education.
Two WBT techniques were used in teaching the course of Project Management at the top-up degree level. After the course ended, self-administered questionnaires were used to collect student feedback from students. Thirty-five questionnaires were returned, representing a response rate of 85%. The data were analysed using SPSS.
This is one of the first attempts to apply WBT in post-secondary education. The results show that students have generally positive attitudes towards WBT. This is encouraging because it implies that WBT is potentially suitable for Hong Kong students at the top-up degree level. Most items in the questionnaire have high reliability when measured by Cronbach?s Alpha. The questionnaire and experience can be used by future educators to further research into this area.
Abstract: Every teacher understands the importance of getting timely student feedback for effective and efficient teaching and learning. However, students in Hong Kong are not keen to respond to prompts from teachers for questions and examples. There is a need for an efficient method to engage all the students in a classroom, and evaluate the progress of their learning. Studies have shown that student response systems (SRS) are effective increasing student engaging and active learning. In a traditional SRS, the students use a small portal device, called a clicker, to choose their answers to questions. With the widespread use of smart mobile phones, it is possible to replace the clickers with mobile phones, and the proprietary software with commercially available polling web site. The author subscribed to a polling website and used it together with the mobile phones of students to form an SRS. The SRS was used over a period of 6 weeks. Thirty-five polls were conducted and 1,155 answers were received. A follow-up survey showed that the students involved have very positive attitude towards the SRS. Over 90% of the students indicated the polling website was easy to access and worked well. The majority of the students indicated that it SRS made the lessons more interesting and helped them to maintain their attention. They also indicate that they were willing to use SRS in future. It is suggested that the Technology Acceptance Model be used to study teacher?s intention to use SRS in future.
Abstract: One of the major problems faced by professionals today is the problem of knowledge decay. In the provision of professional service, the problem of knowledge decay can lead to customer dissatisfaction, damage reputation and even human lives. Therefore, the problem of knowledge decay in the professional service provision service has been studied in various research. This article reviews the problem of knowledge decay and how e-learning can be used to minimise its effects. It will review the use of different types of e-learning for professional to acquire and retain their knowledge. These types of e-learning include Learning Management Systems, Massive Open Online Courses, Student Response Systems and Augmented Reality. Finally, it will suggest the integration of the various types of e-learning with the HRMIS (Human Resources Management Information System) of an organisation to enhance its competitive capability by aligning the professional development needs of its employees and the service delivery requirements of its customers.
Abstract: This study adopts quantitative approach to compare the students' perceptions in terms of perceived usefulness (PU) and perceived ease of use (PE) of using mobile device-based student response system (SRS) and to investigate the difference in the effects of contributing factors on the students' perceptions at two higher education institutions in Hong Kong. Seventy-eight students were sampled from the two institutions which represent students at their early and final stages of study. The significance of this study is that its findings can help the education management to implement mobile device-based SRS for learning in classrooms at different stages of study. An online survey was conducted to capture the students' perceptions and their contributing factors. The Kruskal-Wallis test results showed that there was no significant difference between the students' perceptions in these two institutions. Multiple regression analysis was then performed to investigate whether other factors that contribute to PU and PE, as those in combining Park et al's (2012) and Venkatesh and Davis' (2000) models, are different in the two groups. The results revealed that the effect of PE on PU and the effect of self-efficacy on PE were larger at the early stage of study.
Abstract: Motion sensing technology is an interactive technology that provides a new channel for the users to communicate with the computer without using any physical controller devices. Because the user is not required to operate the keyboard or mouse, this technology is suitable for elderlies who are often not familiar with the operation of computers.
This article will focus on discovering the potential of applying motion-based technology into the learning and training processes. It will provide a better understanding of the future development in the motion-based application.
As developing a motion-based application is really difficult and there is no single unified platform for developer to work on it, this article will point out some basic motion-compare coding with development directions in order to improve the quality of the further development.
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