Effective E-Learning: Perspective of Adult Learners in Hong Kong

This article examines what constitute effective online learning from the perspective of students in web-enhanced programmes offered in Hong Kong. To investigate the success factors of e-Learning, as well as the role of Internet-based technologies in adult learning in Hong Kong, survey of students studying web-enhanced programmes was conducted in 2005. This survey is designed to 1) investigate students’ perception on how e-Learning technologies, student and teacher affect the learning process and 2) the enhancement to learning effectiveness brought by e-Learning. The implications for effective online adult learning in Hong Kong will be discussed. Technology should be used primarily as a tool and a communication device to enable human relationship and enhance interactiveness among learners. Even though student respondents perceived teacher as the imparter of wisdom, and demanded for teacher’s presence and heavy participation in the online environment, the new facilitating role of teachers should be promoted. Students should switch from a dependent role to a self-directed role and actively engage in the knowledge construction process in the online environment. The findings will provide useful reference for educators to enhance learning in adult education.published_or_final_versionCentre of Information Technology in Education, University of Hong Kong and Education and Manpower Bureau, the Government of the Hong Kong SA

Effective E-Learning: Perspective of Adult Learners in Hong Kong

This article examines what constitute effective online learning from the perspective of students in web-enhanced programmes offered in Hong Kong. To investigate the success factors of e-Learning, as well as the role of Internet-based technologies in adult learning in Hong Kong, survey of students studying web-enhanced programmes was conducted in 2005. This survey is designed to 1) investigate students’ perception on how e-Learning technologies, student and teacher affect the learning process and 2) the enhancement to learning effectiveness brought by e-Learning. The implications for effective online adult learning in Hong Kong will be discussed. Technology should be used primarily as a tool and a communication device to enable human relationship and enhance interactiveness among learners. Even though student respondents perceived teacher as the imparter of wisdom, and demanded for teacher’s presence and heavy participation in the online environment, the new facilitating role of teachers should be promoted. Students should switch from a dependent role to a self-directed role and actively engage in the knowledge construction process in the online environment. The findings will provide useful reference for educators to enhance learning in adult education.published_or_final_versionCentre of Information Technology in Education, University of Hong Kong and Education and Manpower Bureau, the Government of the Hong Kong SA

Principles of Hand Fracture Management

The hand is essential in humans for physical manipulation of their surrounding environment. Allowing the ability to grasp, and differentiated from other animals by an opposing thumb, the main functions include both fine and gross motor skills as well as being a key tool for sensing and understanding the immediate surroundings of their owner

Towards a better blended learning: Experiences of adult learners in Hong Kong

The rapid development of information and communication technology brings along many impacts to education and training. Though delivery of courses solely based on e-learning on its own is not totally satisfactory to students and course providers, distance learning and face-to-face courses benefit from the use of e-learning as a support in the teaching and learning process. Surveys of Hong Kong part-time students clearly indicated that they preferred a blended learning mode that retains some form of face-to-face teaching and utilizes e-learning at the same time. However, effective blended learning is not simply using technology as an additional communication means or organizing extra learning activities. Web-based technology should be used as communication and collaborative tools. Pedagogy has to be adjusted to incorporate e-learning as an integral part of the teaching and learning process. Through the proper design of course, better integration of assessment, learning activities and use of technology for facilitating interactions via online community, meaningful blended learning experience can be resulted. © 2008 Springer-Verlag Berlin Heidelberg.link_to_subscribed_fulltex

Clinical and neuropsychological aspects of non-fatal self-harm in schizophrenia

Purpose To investigate demographic, clinical and neuropsychological aspects of self-harm in schizophrenia and identify which are independently predictive of and therefore the most relevant to clinical intervention. Subjects and methods Eighty-seven patients with schizophrenia were interviewed regarding substance misuse, depression, hopelessness, negative/positive symptoms and illness insight. Neuropsychological assessment included premorbid IQ, continuous performance test, cognitive-motor and trait impulsivity. A prospective three-month review of medical records was also undertaken. Results Fifty-nine patients (68%) reported past self-harm (including attempted suicide). Those with past self-harm, compared to those without, were significantly more likely to report depression, hopelessness, impulsivity, a family history of self-harm, polysubstance abuse and had higher premorbid IQ. Logistic regression revealed that depression, higher premorbid IQ and polysubstance abuse were independently linked to self-harm. Five participants attempted self-harm during the 3-month prospective follow-up period. These all had a history of past self-harm and were significantly more likely to have been depressed at the initial interview than those who did not go on to self-harm. Discussion and conclusions Independent predictors of self-harm in schizophrenia are premorbid IQ and polysubstance abuse. In addition, depression was both independently associated with past self-harm and predictive of self-harm in the follow-up period