Digital Communication and Learning: Changes and Challenges

HKAECT
Organization of the Conference
Preface
Contents
Assessment and Curriculum
Self and Peer Assessment in the Socially Distanced Classroom: An Action Research for Improving English Oral of Asian Students
1 Introduction: English Oral in the EFL Classroom During COVID-19
2 Literature Review
2.1 Self-assessment as a Formative Assessment Tool
2.2 Peer Assessment: Advantages and Limitations
3 Background of the Study
3.1 The School Environment and Scheme of Work of the Online English Oral Course
3.2 Students’ Abilities and My Approach in Teaching English Oral Online
4 Research Questions
5 Research Methodology
5.1 Action Research Cycle 1: The Planning Stage
5.2 Action Research Cycle 2: The Acting Stage
5.3 Action Research Cycle 3: The Developing Stage
5.4 Action Research Cycle 4: The Reflecting Stage
6 Data Collection
7 Findings and Discussions
7.1 Learning Outcomes
7.2 Feedback on Self-assessment
7.3 Feedback on Peer Assessment
8 Conclusion
References
Online Teaching and Assessment Practices During COVID-19 Crisis: Perspectives from University Students
1 Introduction
2 Literature Review
3 Method
4 Results
4.1 Effective Usage of Zoom Features and Other Teaching Tools to Facilitate Real-Time Online Classes
4.2 Adjustment of Course Design and Lesson Arrangement for Adapting to Online Teaching
4.3 Willingness to Answer Students’ Questions During and After Online Classes
4.4 Well Thought Assessment Arrangement for an Online-Teaching Semester
4.5 Actively Seeking and Responding to Student Feedback About Online Classes Arrangement
4.6 Sense of Close Relationship with Instructors and Peers During Online Classes
5 Discussion
6 Conclusion
References
Designing Inclusive and Diverse Artificial Intelligence (AI) Curriculum for K-12 Education
1 Introduction
2 Literature Review and Background
2.1 Key Content for AI Education
2.2 Inclusion and Diversity in School Engineering Education and Teacher Autonomy
3 This Study and Research Design
3.1 Research Goal and Participants
3.2 The Curriculum and Procedure
3.3 Measures
4 Results
4.1 Analysis Approach and Descriptive Statistics
5 Discussions
6 Limitations and Future Research
References
Creativity and Social Media
The Need of Having Journalistic Creativity in Journalism Education: A Review of the Literature on Media Creativity and Look Beyond
1 Introduction
2 Theoretical Foundation for Journalistic Creativity
2.1 Theoretical Foundation: Csikszentmihalyi’s System Model of Creativity
2.2 Creative Process: Relevance to Journalism
2.3 Creativity’s Criteria: Relevance to Journalism
3 Journalistic Creativity
3.1 Journalists’ Environment
3.2 Journalists’ Opt for Creativity
4 Theoretical and Empirical Studies of Journalistic Creativity
5 Look Beyond to Future Journalistic Education
5.1 Media Creativity to Be Included in the Future Curriculum
5.2 How Media Creativity Shall Be Taught in the Class
6 Conclusion
References
Social Experiential Learning for Zero Waste Education in a Liberal Arts University
1 Literature
2 Method
2.1 Participants and Methodology
2.2 Data Collection
2.3 Data Analysis
3 Results
3.1 Participants and Topic
4 Discussion
4.1 Limitations
Appendix: A. Simple Linear Regression for Overall Video Score Against Video Views Per Minute
Appendix: B. Pearson's Correlations for Categories and Minute of Views
Appendix: C. Q-Q Plot for Regression Analysis
Appendix: D. Heteroscedasticity on Smaller Values of the Dataset
References
Enhancing the Awareness of e-Mental Health Messages: The Effects of Narrative, Emoji, and Relevance
1 Introduction
1.1 Narrative
1.2 Emoji
1.3 Relevance
1.4 The Present Study, Conceptual Framework, and Hypotheses
2 Methods
2.1 Participants
2.2 Measures and Materials
2.3 Procedures
2.4 Pilot Test
2.5 Ethical Considerations
3 Results
3.1 Descriptive Statistics
3.2 Main and Interaction Effects on Mental Health Status
3.3 Main and Interaction Effects on Message Credibility
3.4 Main and Interaction Effects on Credit Personalization
4 Discussion
5 Limitations
6 Conclusion
References
Exploring a Self-paced Online Course Design, Learning Engagement, and Effectiveness on Anti-cyberbullying Topic for Adolescents in Hong Kong
1 Background
2 Literature Review
2.1 Online Course for Anti-cyberbullying
2.2 Online Course Learning Engagement and Effectiveness
2.3 Aims of This Study
3 Method
3.1 Participants
3.2 Data Collection
3.3 Data Analysis
4 Results
4.1 Study 1: Investigation of Online Course Design Features
4.2 Study 2: Course Development and Evaluation
5 Discussion
5.1 Attractiveness: The Threshold of a Self-paced Online Course
5.2 Interactiveness: The Core Feature to Engage Learners
5.3 Effectiveness: Unsolved Puzzle
6 Conclusions
References
Language Learning and Teaching
Teaching in the Time of Corona(Virus): A Cross-Institutional Study of Online English Language Teaching in Hong Kong Higher Education
1 Introduction
1.1 Research Background
1.2 Research Aim and Objectives
1.3 Research Questions
1.4 Research Overview
2 Literature Review
2.1 Introduction
2.2 Virtual Learning and New Media, a Teaching Perspective
2.3 Student Skills, Competencies, and Challenges in Digital Education
2.4 Summary
3 Research Methodology
3.1 Introduction
3.2 Research Paradigm
3.3 Research Approach
3.4 Sampling and Participant Selection
3.5 Data Analysis
3.6 Ethical Concerns
3.7 Summary
4 Data Presentation and Findings
4.1 Introduction
4.2 Overview of Online Learning in Hong Kong
4.3 Survey Findings
4.4 Discussion and Analysis
4.5 Summary
5 Conclusion and Recommendations
5.1 Conclusion
5.2 Limitations
5.3 Recommendations
References
ICT Virtual Multimedia Learning Tools/Environments: Role and Impact on ESL Learners’ Development of Speech Accuracy—YouTube as an Example
1 The Role and Impact of ICT-Based Multimedia Learning Tools/Environments on ESL/EFL Learning: Overview
2 Motivation of the Study
3 Purpose of the Study
4 Research Questions
5 Materials and Methods
6 Procedures
7 Research Findings and Discussion
7.1 ICT-Based Learning
7.2 Non-ICT-Based Learning
8 Limitations and Recommendations for Future Studies
9 Conclusion and Implications
Appendix
References
Chinese Second Language Learners’ Perceptions of Gamification in an Informal Learning Environment: Duolingo as a Case Study
1 Introduction
2 Literature Review
2.1 Gamification
2.2 MALL and Gamified MALL
3 Theoretical Framework
3.1 Goal-Setting Theory
3.2 Social Comparison Theory
3.3 Competence Motivation Theory
4 Methods
4.1 Research Questions
4.2 Research Design
4.3 Gamified MALL Platform: Duolingo
5 Finding
5.1 Descriptive Statistics of Respondents and Variables
5.2 Participation Perception Towards Duolingo
6 Discussion
7 Conclusion and Limitation
References
An Exploration of Developing ICT-Related Pedagogical Strategies in the Professional Development of EFL Teachers in Vietnam
1 Introduction
2 Literature Review on ICT-Related Teachers’ PD
2.1 The Global Context
2.2 The Context of ICT-Related EFL Teachers’ PD in Vietnam
3 Method
3.1 Procedures for Searching, Identifying, and Selecting Articles
3.2 Selection Procedures for Data Analysis
4 Results and Discussion
5 Conclusion
References
Online Learning and Blended Learning
An Adventure in Flipping a Secondary School Mathematics Classroom During the COVID-19 Pandemic
1 Introduction
2 Conceptual Background
2.1 The Flipped Classroom Approach
2.2 Game-Based Learning
2.3 Research Agenda
3 Research Methods
3.1 Research Context and Participants
3.2 The Flipped Classroom Design
3.3 Data Collection and Analysis
4 Results
4.1 RQ1: What Are the Immediate and 2-Week Delayed Effects of the Flipped Classroom Approach on Students’ Mathematics Achievement?
4.2 RQ2: How Do Students Perceive the Use of the Flipped Classroom During the Pandemic?
5 Discussion
5.1 Increased Student Achievement in the Post-test
5.2 Non-significant Difference Between Students’ Post-test and Delayed Post-test Scores
5.3 Students’ Mixed Feelings Toward Game-Based Learning
5.4 Limitations and Recommendations for Future Research
6 Conclusion
References
Exploring the Relationships Between Online Learning, Motivation, Social Presence, and Learning Efficacy
1 Introduction
2 Literature Review and Hypotheses Development
2.1 Preference to Online Learning
2.2 Learning Motivation
2.3 Social Presence
2.4 Learning Efficacy
3 Methodology
3.1 Subjects
3.2 Measurement Items
3.3 Data Collection
4 Findings
4.1 Descriptive Statistics of Respondents and Variables
4.2 Summary of Moderation Analysis
5 Discussion
5.1 Online Learning Preference, and Motivation
5.2 Online Learning Preference, Social Presence, and Motivation
5.3 Online Learning Preference, Learning Efficacy, and Motivation
5.4 Limitations
6 Conclusion
References
A Review on Blended Learning for English Language Teaching in Indonesian Higher Education
1 Introduction
1.1 Blended Learning Proposal
2 Methodology
2.1 Criteria for Data Search Process
2.2 Selection Procedure for Collection of the Literature
2.3 Criteria for Inclusion and Exclusion
3 Defining Blended Learning
3.1 Blended Learning Distribution
4 Blended Learning Models in the World
4.1 The American Model and Its Implication
4.2 The European Model and Its Implication
4.3 The Asian Model and Its Implication
5 Discussion
5.1 Examining Blended Learning Model Through the Lens of Socio-cultural Dimension
5.2 Recommendations for EFL Teaching in Indonesian Higher Education
6 Conclusion
References
Communication Noise in E-learning During the Pandemic and How to Reduce It: Perspectives from University Students and Teachers
1 Introduction
2 Literature Review
3 Research Questions and Methods
4 Research Findings
4.1 Communication Noise from the Students’ Perspective
4.2 Communication Noise from the Teachers’ Perspective
4.3 Effectiveness of Online Teaching and Learning
5 Discussion
6 Conclusions
References
Learning Environment and Design
An Empirical Study on Peer Discussion About Statistical Evidence in Computing Laboratory
1 Introduction
2 Literature Review
3 Teaching and Learning
4 Observation Study
5 Conclusion
Appendix
References
Effective Learning Through Project-Based Learning: Collaboration, Community, Design, and Technology
1 Introduction
1.1 What is Project-Based Learning?
1.2 Research Questions
2 Methods
2.1 Background
2.2 Data and Sample
2.3 Data Collection
2.4 Data Analysis
3 Results
3.1 Year and Number of Studies
3.2 Journal and Year of Publications
3.3 Subject Disciplines
3.4 Instrument Development: Keywords and Themes
4 Collaboration
4.1 Group-Based/Team-Based Learning
4.2 Interdisciplinary/Multidisciplinary
5 Community
5.1 Authentic Learning
5.2 Development of Communities of Practice
5.3 Work-Based Learning with Professionals and Field Practitioners
5.4 Work with the Local Community
6 Design
6.1 Research Projects as the Learning Tool
6.2 As an Alternative Assessment Approach
6.3 Learning Outcomes from PBL
6.4 As an Innovative Pedagogy
7 Technology
7.1 Technology-Enhanced Learning in General
7.2 Collaborative Tool Enhancing Communication and Co-work
7.3 Specific Systems and Applications Enhancing Learning
7.4 Collaborative Writing Wiki
7.5 Web 2.0 Tool
8 Discussion
8.1 Collaboration
8.2 Community
8.3 Design
8.4 Technology
8.5 Limitations and Further Studies
9 Conclusion
References
The Role of Online Course Design in Associating Second Language Learners’ Motivation and Self-regulated Learning Strategies in Non-formal Online Learning Contexts
1 Introduction
2 Literature Review
2.1 L2 Motivation and Online Self-Regulation
2.2 L2 Motivation, SRL Strategies, and Online Course Design
2.3 Online Course Design Features and SRL
3 Theoretical Framework
3.1 Self-Determination Theory (SDT)
3.2 Six-Dimensions of Self-regulated Learning (SRL)
3.3 Instructional Design Principles
4 Methodology
4.1 Participants and Data Collection
4.2 Data Analysis
5 Results and Discussions
5.1 Physical Environment
5.2 Social Environment
5.3 Methods of Learning
5.4 Use of Time
5.5 Monitoring L2 Performance
5.6 Motivation
6 Implications for Theory and Practice
7 Limitations and Future Directions
8 Conclusion
References
An Empirical Study on the TEAMS Online Teaching Experiences at a University in Taiwan
1 Introduction
2 Literature Review
3 Digital Technology Application at CHU
3.1 CHUMoodle Online Platform
3.2 LINE Application
3.3 TEAMS Application
4 Interaction with Students
5 Research Methodology and Design
6 Findings and Discussions
6.1 Responses to Question 1
6.2 Responses to Question 2
6.3 Responses from Students
6.4 Responses to Question 3
6.5 Responses to Question 4
6.6 Responses to Question 5
6.7 Responses to Question 6
7 Recommendations
7.1 Development of Hard-Power Learning Ability
7.2 Development of Soft-Power Learning Ability
8 Limitations and Further Research
9 Conclusion
References
From Big Data to Blockchain: Promises and Challenges of an All-Encompassing Technology in Education
1 Introduction
2 Blockchain Technology in Industries
3 Blockchain Technology in and for Education
4 Challenges of Blockchaining Education
5 Conclusion
References
Author Index