Cross-institution online problem based learning in Chinese Medicine Education

New education technology drives the pedagogical changes nowadays. Teaching and learning collaborations can now be extended beyond institutional boundaries. This study reports a new attempt of cross-institution collaboration in co-teaching a Chinese Medicine course. A Cross-institution Online Problem-based Learning (COPBL) is designed and implemented by the University of Hong Kong (HKU) and Chengdu University of Traditional Chinese Medicine (CDUTCM). There are 25 students from HKU and 24 students from CDUTCM who have participated in the COPBL. It is a supplementary component to courses and a seven-step approach has been adopted. Students work individually and collaboratively with floating-facilitators. The classes are blended with face-to-face and online components. As an initial step to understand the effectiveness of COPBL, this study specifically focuses on students’ use of the discussion forum, which is a key online component in COPBL. There are 91.8% of students who have viewed the discussion forum in total, 839 of view counts in all discussion forums. There are 63 replies recorded in all of the discussion forums. The replies could be identified into following categories, comments (33%), comments and questions (27%), responses (37%), and others (3%).This study has demonstrated that problem-based learning can be conducted in a blended form with traditional classroom teaching methods and well-designed online components. The COPBL offers new possibilities in redesigning pedagogy with new education technology. It could bring our education into a new era surrounded with new learning experiences.postprin

Wrist-Ankle Acupuncture for the Treatment of Pain Symptoms: A systematic Review and Meta-analysis

published_or_final_versio

How do communities of practice facilitate educational technology adoption in higher education? A case study in Hong Kong

Presentation Session 11 (P11): MOOCs & Online Communities: no. P11-

The Influence of Heterophily on a Community about Moodle Use in Higher Education

Background The concept of community of practice (CoP) has been advocated widely as a means of professional development. These communities are usually composed of participants from diversified background. The diversity could lead to heterophily which is positive for diffusion of innovation, but negative for establishing effective communication as argued by Roger (2003). Good practices in Moodle use could be transferred through CoP, but there are few studies identified the influence of heterophily in the process. Methodology A CoP about Moodle use at a university was observed. Teachers, researchers and technical staff participated in the community voluntarily. There were 10 face-to-face sharing sessions conducted by 10 teachers. An online platform was designed for participants to further discuss and share resources. Modes of belonging from Wenger (1998) was adopted as a theoretical lens to observe the influence of heterophily on participants. Data Collection A survey was conducted to examine demographics, perception of diversity and modes of belonging about participants at the end of each session. Results Demographic diversity including age, faculty rank, teaching experience and Moodle experience was found in the community. Participants who did not perceive diversity showed higher level of alignment and willingness to transfer the knowledge gained to their practice comparing to participants who perceived. The influence of heterophily on participants could be potentially related to individual perception of diversity. The balance between settings of community and individual perception of diversity is suggested to be a factor for the successful transfer of good practices in Moodle use through CoP

Wrist-ankle acupuncture for the treatment of pain symptoms: a systematic review and meta-analysis

Session - Acupuncture: no.