Background: The COVID-19 pandemic resulted in strict social distancing and lockdown measures to contain the spread of the disease. These measures significantly impacted experiential pedagogies, including service-learning. Many teachers pivoted to e-service-learning. While past literature suggests that e-service-learning is as, or even more…

The adoption of online learning has been accelerated by COVID-19, including experiential learning such as service-learning (SL). This study compares the student developmental outcomes between the traditional face-to-face and e-service-learning (E-SL) to reveal the effectiveness of E-SL and its good practices. A self-reporting measurement…

This qualitative research aims to examine university students' conceptions and experiences of teacher care and its pedagogical implications premised on ethics of care framed within Vygotskian social constructivism. The COVID-initiated rapid introduction of online learning platform-based study for students has caused many to critically reflect on…

The sudden outbreak of COVID-19, which has presented great challenges to pedagogy, has catalyzed the transition of teaching and learning to the online mode. Uncovering the key factors that facilitate positive learning outcomes in online learning environments has thus gathered importance. To bring these factors to light, this study aims to…

Beginning teaching is challenging during normal circumstances. Yet, in the summer of 2020, the newly qualified teachers (NQTs) from initial teacher education (ITE) programmes in Hong Kong, as well as many other global contexts, entered schools that were severely disrupted by COVID-19. This qualitative study, through the use of a qualitative online…

The COVID-19 pandemic has triggered an unexpected digital revolution, speeding up universities' digital transformation worldwide. It has brought heavy disruptions to travel and mobility worldwide, but it drives the opportunity for hosting region-wide or even international academic exchanges through learning programs, workshops, and conferences via…

During the pandemic, students have been regularly engaged in what I call real time learning through chat and polling exercises. This is an exciting development, but one that also carries the risk of being poorly implemented and not achieving its intended learning outcomes. Four real time teaching methods are presented in this article for…

The COVID-19 pandemic has left a profound impact on higher education, prompting the need to assess its effects and provide guidance for future pandemics or disasters. While previous research has often focused on individual courses and short-term consequences, there is a limited understanding of the broader college experience. This study conducts a…

Under the sudden outbreak of COVID-19 worldwide, students were forced to switch from face-to-face to online learning. This study reports the experience of Hong Kong students in higher education concerning the challenges they faced, the strategies they used and the support they needed in their online learning during the period. An online…

The COVID-19 pandemic posed novel challenges to language teachers and learners, as 'emergency remote teaching' became a necessity in order for teachers and learners to isolate from one another. Much has already been written about the nature of those challenges and language teachers' response to them, which response frequently made use of…

Students' perception and learning practices about online timed take-home examinations and the factors affecting students' learning practices in the presence of COVID-19 have largely been unexplored. Nine students of arts, business and science sub-degree programmes participated in this study. Semi-structured interviews and reflective journals were…

Background: The existing literature has predominantly focused on instructor social presence in videos in an asynchronous learning environment and little is known about student social presence on webcam in online learning in the context of COVID-19. Objectives: This paper therefore contrasts students' and teachers' perspectives on student social…

With the COVID-19 outbreak, emergency remote teaching -- an unprepared distant mode of education became the only possible alternative for schools. The present large-scale survey with 3,672 Grade 3 and 9 students, their parents, and 863 teachers/principals was conducted in the metropolitan city of Hong Kong after half a year of school lockdown.…

Children with special educational needs (CSEN) in the early years have been identified as vulnerable to the pandemic restrictions. This study explored the lived experiences of educators teaching CSEN online in Hong Kong during the COVID-19 school closures. Semi-structured interviews with 21 educators revealed that educators perceived the prolonged…

As a consequence of both the political turmoil in late 2019 and the COVID-19 pandemic, kindergarten children in Hong Kong were unable to attend school for three years. Various class resumption plans were developed from time to time. Overall, kindergarten children had in-person classes for only 103 days in the 2019-20 year and 174 days in the…