Theresa F N KWONG

As one of four main streams in quality assurance, outcomes assessment has become markedly significant in higher education sector worldwide. Effective outcomes assessment rests with a robust system in collecting evidence of student achievements of learning outcomes at different levels. This paper attempts to develop a conceptual framework entitled Evidence Collection Initiative for Outcomes Assessment (ECI Framework) in the context of Hong Kong’s higher education sector. The ECI Framework aims to provide an aggregate set of evidence for outcomes assessment. Using the concept of constructive alignment adopted for the Outcomes-based Teaching and Learning (OBTL) approach, the ECI Framework integrates the course, programme and institutional levels together to constitute an overall evidence collection layout. The course-level represents the mainstay using Course-Embedded Assessment (CEA) as the primary instrument; this is complemented with academic tests administered at university-level f...

To minimise the adverse impact on student learning due to escalating social unrest started locally in June 2019 and the current COVID-19 pandemic, Hong Kong Baptist University has emphatically strengthened its strategic resolve in e-Learning deployment. With various measures and e-Learning initiatives rolled out, HKBU teachers gained more momentum in launching online classes and conducting e-Assessments with different e-Tools. Peer-sharing from teachers who have successfully implemented online classes and digital assessment was conducive to creating a culture to fast-track e-Learning adoption. This case study sheds light on how virtual teaching and learning have assisted HKBU teachers and students circumvent the recent crises. The study also identifies determining factors and challenges of adopting e-Learning strategies at the University.

ABSTRACT This paper investigates whether instructors’ adoption of constructive alignment has any impact on university students’ learning approaches, which are highly correlated with students’ achievement of learning outcomes. A multi-method model with a combination of qualitative and quantitative design was adopted, using document analysis, interviews and survey. The analysis of covariance results suggested that regardless of individual differences, students would adjust their learning approaches and study behaviours in response to the classroom teaching and learning environment. Students in more ‘constructively aligned courses’ were more likely to adopt deep learning approaches and less likely to use surface learning approaches in their study of a particular course.

Hypoxia triggers a broad range of gene responses that are primarily mediated by the transcription factor, hypoxia-inducible factor-1 (HIF-1) that complexes with the transcriptional coactivator CREB-binding protein/p300 (CBP/p300). In mammals, members of the CBP/p300-interacting transactivators with ED-rich tail (CITED) family, such as CITED2 and CITED4, bind CBP/p300 with high affinity and thereby negatively regulate HIF-1 transactivation. In fish, we have previously shown that two CITED3 homologues from the hypoxia-tolerant grass carp (Ctenopharyngodon idellus) are induced by hypoxia/HIF-1 and able to inhibit HIF-1 transactivation. Here we report the identification and functional characterization of the grass carp CITED1 (gcCITED1) protein as a new repressor of HIF-1-mediated transcriptional activity. Expression of gcCITED1 mRNA was increased in heart, kidney and liver in vivo after exposure to hypoxia. Luciferase reporter and ChIP assays, respectively, indicated the inducibility of the gcCITED1 promoter by gcHIF-1 and the in vivo binding of gcHIF-1 to the gcCITED1 promoter. Ectopic overexpression of gcCITED1 significantly attenuated HIF-1-dependent transactivation of a HRE-luciferase reporter gene. Furthermore, GST pull-down confirmed that gcCITED1 specifically binds via its CR2 domain to the CH1 region of the grass carp p300 coactivator. Overall, our findings suggest that the hypoxia/gcHIF-1-inducible gcCITED1 may function in a negative feedback loop to regulate gcHIF-1 activity in response to hypoxia stress.

In response to the move towards Outcomes-based Education in Hong Kong, our paper aims at investigating the impacts of the Outcomes-based Teaching and Learning approach (OBTL) on students’ satisfaction and perceived engagement in independent learning in the context of higher education. Building upon the principle of "constructive alignment", we propose a theoretical model to examine the impacts of constructively aligned teaching and learning that is conceptualized as the constructive alignment Index in our paper. An empirical study of undergraduate students (n=253) found that the constructive alignment index (CAI) positively predicted students' satisfaction and their perceived engagement in independent learning. Implications for research and practice are discussed.

ABSTRACT Purpose – This paper aims to apply the inventory – Comprehensive Assessment of Team Member Effectiveness (CATME) to examine the development of teamwork skills among freshmen from the Chinese Mainland through a cooperative learning activity (group project) in the context of Hong Kong. Design/methodology/approach – The questionnaire survey was conducted twice, at the beginning (pre) and end (post) of the group project; qualitative interviews were undertaken after their project completion. Findings – It was found that, except for Category 5 (having relevant knowledge, skills and abilities), the post mean scores in all items of other four categories declined, because students’ Chinese Mainland backgrounds led to their different understanding toward teamwork, as unveiled by the qualitative interviews. However their project completion enabled them to acquire the relevant competencies, causing the rise in the mean scores of Category 5. Research limitations/implications – Limited by the small sample size and American-driven CATME, this study did not observe the significant improvements in students’ self-reported evaluation of teamwork. There should be more applications of this instrument into the Asian and Chinese contexts for having it adapted to different national and cultural situations. Practical implications – As a gap observed in Chinese Mainland students’ understanding to teamwork, overseas education institutions can incorporate this for curriculum development. Originality/value – As a pioneer work in applying the CATME in the Chinese Mainland situation, this study implied a significant room for such kind of inventories mainly originated from west to incorporate the diverse national and cultural characteristics.

This paper investigates whether instructors’ adoption of outcomes based teaching and learning (OBTL) has any impact on university students’ deep learning approach, which is highly correlated with students’ learning outcomes. A multi-method model with a combination of qualitative and quantitative design was adopted, using document analysis, interviews, and survey. The analysis of covariance (ANCOVA) results suggested that regardless individual differences,

... Keng T. Tan*, Eva Wong, and Theresa Kwong ... with a detailed recording of how to create each handicraft, students would have a more wholesome 'notes' to go back to and be better equipped to practice these skills at home. ... This way they can go back and really pick up more.” ...

Hypoxia triggers a broad range of gene responses that are primarily mediated by the transcription factor, hypoxia-inducible factor-1 (HIF-1) that complexes with the transcriptional coactivator CREB-binding protein/p300 (CBP/p300). In mammals, members of the CBP/p300-interacting transactivators with ED-rich tail (CITED) family, such as CITED2 and CITED4, bind CBP/p300 with high affinity and thereby negatively regulate HIF-1 transactivation. In fish, we have previously shown that two CITED3 homologues from the hypoxia-tolerant grass carp (Ctenopharyngodon idellus) are induced by hypoxia/HIF-1 and able to inhibit HIF-1 transactivation. Here we report the identification and functional characterization of the grass carp CITED1 (gcCITED1) protein as a new repressor of HIF-1-mediated transcriptional activity. Expression of gcCITED1 mRNA was increased in heart, kidney and liver in vivo after exposure to hypoxia. Luciferase reporter and ChIP assays, respectively, indicated the inducibility of the gcCITED1 promoter by gcHIF-1 and the in vivo binding of gcHIF-1 to the gcCITED1 promoter. Ectopic overexpression of gcCITED1 significantly attenuated HIF-1-dependent transactivation of a HRE-luciferase reporter gene. Furthermore, GST pull-down confirmed that gcCITED1 specifically binds via its CR2 domain to the CH1 region of the grass carp p300 coactivator. Overall, our findings suggest that the hypoxia/gcHIF-1-inducible gcCITED1 may function in a negative feedback loop to regulate gcHIF-1 activity in response to hypoxia stress.

... to success in college and that they can be learned or enhanced through educational interventions such ... All academic staffs are familiar with the university e-portal which provides access to their ... that both students and teachers are better informed and can readily use these data ...

... Flavell, JH (1987). Assumptions on the concept metacognition and on the development ofmetacognitions. ... In F. Weinert & R. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 1–19). ... The development of thought: Equilibrium of cognitive structures. ...

Purpose – The purpose of this paper is to compare students' and faculty members' perceptions of academic integrity; their understanding of experiences pertaining to different aspects of academic misconduct (e.g. plagiarism); and to examine the underlying reasons behind academic integrity violations in a Hong Kong context. Design/methodology/approach – A mixed methods approach comprising quantitative and qualitative methodologies was used. First,

This paper investigates whether instructors’ adoption of constructive alignment has any impact on university students’ learning approaches, which are highly correlated with students’ achievement of learning outcomes. A multi-method model with a combination of qualitative and quantitative design was adopted, using document analysis, interviews and survey. The analysis of covariance results suggested that regardless of individual differences, students would adjust