Eva Y.W. Wong

 

Dr. Eva Y.W. Wong, PFHEA was educated in the United Kingdom, received her first degree in Electrical & Electronic Engineering from University College London, and a Ph.D. in Information Systems from the University of Abertay Dundee. She has worked in a number of tertiary institutions in the United Kingdom and Hong Kong in the past 35 years. Eva joined HKBU in 2010 as Director of the CHTL to focus on enhancing student learning through professional development of frontline teachers. In 2018, her contributions to teaching and learning were recognised by being honoured as a Principal Fellow of the Higher Education Academy in the UK. Eva’s current interests and expertise are in the enhancement of student learning through the use of engaging and learner-centred pedagogies leveraged on e-learning, in which area she has presented to local and overseas conferences and published in journals.

Enhancing Students’ Learning Beyond Generic Skills: Is Information Technology Suited to Assist Students Attain Attitudinal Outcomes?

‚Äč

The use of information technology (IT) in education has long been recognized as an effective means to help students acquire generic skills. However, the advent of IT also seems to have exacerbated the issue of students not observing academic integrity or behaving ethically as the unlimited resources readily available on the Internet are very tempting when faced with the pressure of assignment deadlines and the demand for good grades. On the other hand, IT has made collaboration much more feasible. Thus, tertiary education in the 21st Century must assist students to learn how to combine technology with their creativity and problem-solving skills, and to work with people from all over the world to help provide solutions to complex global issues. Challenges such as, reducing poverty and hunger in less developed regions, handling environmental issues globally, and bridging the digital divides and knowledge gaps amongst peoples. Most importantly, education must ensure that graduates have high ethical standards and the intrinsic motivation to improve the welfare of mankind and serve the contemporary societies of their times.

 

By immersing students in collaborative problem solving tasks centred on ethical dilemmas, addressed in locations on university campuses where such dilemmas might arise, the use of advanced technologies such as augmented reality and virtual reality can further enhanced the well-accepted and effective situated learning approach. For the deploying gamified and challenge-based learning, IT can facilitate the formation of multidisciplinary and multicultural virtual teams to learn and provide solutions together for worldwide challenges highlighted by the UNESCO Sustainable Development Goals.

 

This presentation will describe our experience at Hong Kong Baptist University and our sister institutions in Hong Kong on making use of IT to help students attain attitudinal outcomes: academic integrity and ethics, and cross-cultural and cross-disciplinary competencies. By highlighting and sharing our successes as well as difficulties, we aim to provide a positive answer to the question posted in the title with convincing evidence that by careful design and deployment, IT can be used to help students’ attainment of attitudinal outcomes.

  • facebook-square
  • Twitter Square
  • LinkedIn Black Square