Zhi Hong Wan
Datos Biográficos
| ID | 8902115 |
|---|---|
| NOMBRE | Zhi Hong Wan |
| NOMBRES | Zhi Hong |
| APELLIDO | Wan |
| FIRMA | WAN Z H |
| AFILIACIONES | Education University of Hong Kong |
| ORCID | 0000-0002-8163-5862 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 21 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2014 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
A critical review on technology-enhanced dialogic feedback in higher education
A systematic review of feedback literacy scales
The effectiveness of feedback practices in educational settings depends critically on the feedback literacy of both students and teachers. Accurately assessing feedback literacy levels is essential for facilitating teachers and students to plan for a better feedback experience. This systematic review synthesised 17 scales measuring feedback literacy through analysing their structure and psychometric properties. Our analysis revealed a predominant…
Interplay between student and teacher feedback literacies within pre-service teachers
Pre-service teacher education is essential for developing teacher feedback literacy (TFL), enabling future teachers to use feedback effectively to support student learning in their classrooms. At the same time, as university students, pre-service teachers need to develop adequate student feedback literacy (SFL) so they can effectively utilise feedback from teacher educators to enhance their own professional growth. A critical research gap persist…
Satisfying higher education students’ psychological needs through case-based instruction for fostering creativity and entrepreneurship
Designing effective strategies for developing higher education students’ competencies, such as creativity and entrepreneurship, is crucial for their survival and self-realization in the technology-rich 21st century. This study is important as it addresses a significant research gap by designing and implementing self-determination theory (SDT)-guided case-based instruction (CBI) to enhance digital learners’ creativity and entrepreneurship. A class…
What predicts undergraduates’ student feedback literacy? Impacts of epistemic beliefs and mediation of critical thinking
Student feedback literacy is emphasised in recent literature as a critical attribute of university graduates. Although the impacts of epistemic beliefs on specific dimensions of student feedback literacy have been discussed in the literature, there is still a lack of quantitative research to investigate the strength of such impacts. This study explores the impact of epistemic beliefs on student feedback literacy among 727 Cambodian undergraduate …
Synergistic or compensatory
Students’ motivational beliefs in science play a crucial role in supporting their science learning. Drawing on Expectancy-Value Theory (EVT), this study investigated the extent to which the interaction between value beliefs in science learning (i.e. intrinsic and utility values) and expectancy beliefs in science learning can predict students’ science learning practices. Using data from 15-year-old students in Hong Kong from PISA 2015, multiple re…
Generative artificial intelligence as an enabler of student feedback engagement
Despite the recognised importance of feedback in enhancing student learning, feedback practices in higher education have not achieved the expected effects. A primary issue lies in student disengagement, exacerbated by contextual constraints such as large classes and limited curriculum space and time. The advent of Generative Artificial Intelligence (GenAI) may help overcome these contextual constraints. However, GenAI also poses substantial chall…
Designing for authentic assessment
Authentic assessment has been adopted in higher education for decades, and its values in promoting learning and enhancing students’ employability have been acknowledged. However, until recently, authentic assessment has mainly focused on replicating the tasks and performance standards typically found in the workplace. To maximise its educational potential, it is necessary to obtain a richer understanding of claims for authentic assessment in its …
Students’ engagement with ChatGPT feedback
Student feedback engagement is often reported as unsatisfactorily low, undermining the effectiveness of feedback in higher education. The emergence of Generative Artificial Intelligence (GenAI) has created new opportunities to enhance student feedback engagement through its unique affordances. However, assuming that GenAI is a panacea for feedback disengagement can be misleading, as it also presents substantial challenges. Therefore, it is essent…
Are they ready? An investigation of university students’ difficulties in peer assessment from dual perspectives
Few studies have explored the difficulties that undergraduates encounter in peer assessment from the dual perspectives of feedback givers and receivers and framed them in terms of specific needs for student feedback literacy development. To address this research gap, this study explored the obstacles that Hong Kong university students experienced during peer assessment in a General Education course based on 51 retrospective journal entries and 21…
What are the effects of formative assessment on students’ science learning motivational beliefs and behaviours? Comparison between Western and East Asian learners
Formative assessment has been long emphasised as a powerful means for enhancing science learning. However, there is still a lack of research to investigate the impacts of formative assessment on both students’ motivational beliefs and behaviours in science learning. This study examined such impacts using data from six Western and six East Asian countries/economies in PISA 2015. 96,491 15-year-old students were included. The SEM analysis of overal…
Positive or negative? The effects of scientific inquiry on science achievement via attitudes toward science
Science education researchers and curriculum documents have advocated scientific inquiry for more than six decades; however, inconsistent findings concerning its effects on students' learning outcomes have been revealed in recent analyses of large‐scale international assessment data (e.g., the Programme for International Student Assessment [PISA]). This has evoked considerable concern given the significant role that inquiry plays in science educa…
Effects of online peer assessment on higher‐order thinking
Online peer assessment (OPA) has been increasingly adopted to develop students' higher‐order thinking (HOT). However, there has not been a synthesis of research findings on its effects. To fill this gap, 17 papers (published from 2000 to 2022) that reported either a comparison between a group using OPA ( n = 7; k = 22) and a control group or a pre–post comparison ( n = 10; k = 17) were reviewed in this meta‐analysis. The overall effect of OPA on …
What do college students think of feedback literacy? An ecological interpretation of Hong Kong students’ perspectives
Recent discussions on student feedback literacy have been primarily conceptual and framed from the perspectives of scholars and educators. Few empirical studies have explored what and how college students conceive of student feedback literacy. To address this research gap, we explored Hong Kong college students’ conceptions of student feedback literacy. Fifteen Bachelor of Education students were individually interviewed to elaborate on the mind …
Online formative peer feedback in Chinese contexts at the tertiary Level
This critical review responds to an international call for research review on the mechanism by which online peer feedback (OPF) optimises learning effectiveness. The review focuses on the studies in Chinese contexts, with which OPF may appear culturally incompatible. The review analyses 28 empirical studies from 2010 to 2020 and found that (a) a clear pathway from specific OPF design elements to particular learning impacts has not yet established…
Developing and validating a student feedback literacy scale
Although the importance of investigating student feedback literacy has been widely argued in the literature, a measurement instrument is still lacking. In this study, a student feedback literacy scale was developed and validated. The scale consists of six dimensions (eliciting, processing, enacting, appreciation, readiness and commitment). Five hundred and fifty-five university students participated in this validation study. Both within and betwe…
STEM Education in Early Childhood
Research Findings: Various cross-disciplinary STEM learning activities were implemented in the early childhood context. Young children and their parents had rather positive attitudes towards STEM learning. In addition to educational values, the economic value of STEM learning for their family was perceived by a good number of parents, which believed that learning STEM could pave a path for their children toward future economic prosperity. Early c…
Necessary or sufficient? The impacts of epistemic beliefs on STEM creativity and the mediation of intellectual risk-taking
Although encouraging student creativity is a commonly recognised goal of STEM education, there is a lack of research in this area. In this study, the effects of epistemic beliefs on STEM creativity and the mediation of intellectual risk-taking were investigated. The subjects were 461 primary students in Hong Kong. The findings revealed that (i) intellectual risk-taking was a significant and positive predictor of STEM creativity; (ii) the certaint…
What matters in design? Cultivating undergraduates’ critical thinking through online peer assessment in a Confucian heritage context
Online peer assessment has been proposed as an effective strategy for cultivating critical thinkers in higher education, but there is a dearth of relevant studies in a Confucian heritage context. This study investigated the effects of online peer assessment in a General Education course on the development of critical thinking among Hong Kong undergraduates, with a design characterised by six elements (i.e. online peer assessment training, provisi…
Conventional or sustainable? Chinese university students’ thinking about feedback used in their English lessons
Feedback has been increasingly conceptualised as a dialogical process where students interpret the provided information through interaction with comment providers and use it to enhance their learning. A major challenge for the development of sustainable feedback is closely related to how students think about it. This study explored how 25 Chinese university students made sense of instructor and peer feedback following their English group presenta…
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Conventional or sustainable? Chinese university students’ thinking about feedback used in their English lessons
Feedback has been increasingly conceptualised as a dialogical process where students interpret the provided information through interaction with comment providers and use it to enhance their learning. A major challenge for the development of sustainable feedback is closely related to how students think about it. This study explored how 25 Chinese university students made sense of instructor and peer feedback following their English group presenta…
STEM Education in Early Childhood
Research Findings: Various cross-disciplinary STEM learning activities were implemented in the early childhood context. Young children and their parents had rather positive attitudes towards STEM learning. In addition to educational values, the economic value of STEM learning for their family was perceived by a good number of parents, which believed that learning STEM could pave a path for their children toward future economic prosperity. Early c…
Necessary or sufficient? The impacts of epistemic beliefs on STEM creativity and the mediation of intellectual risk-taking
Although encouraging student creativity is a commonly recognised goal of STEM education, there is a lack of research in this area. In this study, the effects of epistemic beliefs on STEM creativity and the mediation of intellectual risk-taking were investigated. The subjects were 461 primary students in Hong Kong. The findings revealed that (i) intellectual risk-taking was a significant and positive predictor of STEM creativity; (ii) the certaint…
What matters in design? Cultivating undergraduates’ critical thinking through online peer assessment in a Confucian heritage context
Online peer assessment has been proposed as an effective strategy for cultivating critical thinkers in higher education, but there is a dearth of relevant studies in a Confucian heritage context. This study investigated the effects of online peer assessment in a General Education course on the development of critical thinking among Hong Kong undergraduates, with a design characterised by six elements (i.e. online peer assessment training, provisi…
Online formative peer feedback in Chinese contexts at the tertiary Level
This critical review responds to an international call for research review on the mechanism by which online peer feedback (OPF) optimises learning effectiveness. The review focuses on the studies in Chinese contexts, with which OPF may appear culturally incompatible. The review analyses 28 empirical studies from 2010 to 2020 and found that (a) a clear pathway from specific OPF design elements to particular learning impacts has not yet established…
Developing and validating a student feedback literacy scale
Although the importance of investigating student feedback literacy has been widely argued in the literature, a measurement instrument is still lacking. In this study, a student feedback literacy scale was developed and validated. The scale consists of six dimensions (eliciting, processing, enacting, appreciation, readiness and commitment). Five hundred and fifty-five university students participated in this validation study. Both within and betwe…
Effects of online peer assessment on higher‐order thinking
Online peer assessment (OPA) has been increasingly adopted to develop students' higher‐order thinking (HOT). However, there has not been a synthesis of research findings on its effects. To fill this gap, 17 papers (published from 2000 to 2022) that reported either a comparison between a group using OPA ( n = 7; k = 22) and a control group or a pre–post comparison ( n = 10; k = 17) were reviewed in this meta‐analysis. The overall effect of OPA on …
What do college students think of feedback literacy? An ecological interpretation of Hong Kong students’ perspectives
Recent discussions on student feedback literacy have been primarily conceptual and framed from the perspectives of scholars and educators. Few empirical studies have explored what and how college students conceive of student feedback literacy. To address this research gap, we explored Hong Kong college students’ conceptions of student feedback literacy. Fifteen Bachelor of Education students were individually interviewed to elaborate on the mind …
Are they ready? An investigation of university students’ difficulties in peer assessment from dual perspectives
Few studies have explored the difficulties that undergraduates encounter in peer assessment from the dual perspectives of feedback givers and receivers and framed them in terms of specific needs for student feedback literacy development. To address this research gap, this study explored the obstacles that Hong Kong university students experienced during peer assessment in a General Education course based on 51 retrospective journal entries and 21…
What are the effects of formative assessment on students’ science learning motivational beliefs and behaviours? Comparison between Western and East Asian learners
Formative assessment has been long emphasised as a powerful means for enhancing science learning. However, there is still a lack of research to investigate the impacts of formative assessment on both students’ motivational beliefs and behaviours in science learning. This study examined such impacts using data from six Western and six East Asian countries/economies in PISA 2015. 96,491 15-year-old students were included. The SEM analysis of overal…
Positive or negative? The effects of scientific inquiry on science achievement via attitudes toward science
Science education researchers and curriculum documents have advocated scientific inquiry for more than six decades; however, inconsistent findings concerning its effects on students' learning outcomes have been revealed in recent analyses of large‐scale international assessment data (e.g., the Programme for International Student Assessment [PISA]). This has evoked considerable concern given the significant role that inquiry plays in science educa…
Satisfying higher education students’ psychological needs through case-based instruction for fostering creativity and entrepreneurship
Designing effective strategies for developing higher education students’ competencies, such as creativity and entrepreneurship, is crucial for their survival and self-realization in the technology-rich 21st century. This study is important as it addresses a significant research gap by designing and implementing self-determination theory (SDT)-guided case-based instruction (CBI) to enhance digital learners’ creativity and entrepreneurship. A class…
What predicts undergraduates’ student feedback literacy? Impacts of epistemic beliefs and mediation of critical thinking
Student feedback literacy is emphasised in recent literature as a critical attribute of university graduates. Although the impacts of epistemic beliefs on specific dimensions of student feedback literacy have been discussed in the literature, there is still a lack of quantitative research to investigate the strength of such impacts. This study explores the impact of epistemic beliefs on student feedback literacy among 727 Cambodian undergraduate …
Synergistic or compensatory
Students’ motivational beliefs in science play a crucial role in supporting their science learning. Drawing on Expectancy-Value Theory (EVT), this study investigated the extent to which the interaction between value beliefs in science learning (i.e. intrinsic and utility values) and expectancy beliefs in science learning can predict students’ science learning practices. Using data from 15-year-old students in Hong Kong from PISA 2015, multiple re…
Generative artificial intelligence as an enabler of student feedback engagement
Despite the recognised importance of feedback in enhancing student learning, feedback practices in higher education have not achieved the expected effects. A primary issue lies in student disengagement, exacerbated by contextual constraints such as large classes and limited curriculum space and time. The advent of Generative Artificial Intelligence (GenAI) may help overcome these contextual constraints. However, GenAI also poses substantial chall…
Designing for authentic assessment
Authentic assessment has been adopted in higher education for decades, and its values in promoting learning and enhancing students’ employability have been acknowledged. However, until recently, authentic assessment has mainly focused on replicating the tasks and performance standards typically found in the workplace. To maximise its educational potential, it is necessary to obtain a richer understanding of claims for authentic assessment in its …
Students’ engagement with ChatGPT feedback
Student feedback engagement is often reported as unsatisfactorily low, undermining the effectiveness of feedback in higher education. The emergence of Generative Artificial Intelligence (GenAI) has created new opportunities to enhance student feedback engagement through its unique affordances. However, assuming that GenAI is a panacea for feedback disengagement can be misleading, as it also presents substantial challenges. Therefore, it is essent…
A critical review on technology-enhanced dialogic feedback in higher education
A systematic review of feedback literacy scales
The effectiveness of feedback practices in educational settings depends critically on the feedback literacy of both students and teachers. Accurately assessing feedback literacy levels is essential for facilitating teachers and students to plan for a better feedback experience. This systematic review synthesised 17 scales measuring feedback literacy through analysing their structure and psychometric properties. Our analysis revealed a predominant…
Interplay between student and teacher feedback literacies within pre-service teachers
Pre-service teacher education is essential for developing teacher feedback literacy (TFL), enabling future teachers to use feedback effectively to support student learning in their classrooms. At the same time, as university students, pre-service teachers need to develop adequate student feedback literacy (SFL) so they can effectively utilise feedback from teacher educators to enhance their own professional growth. A critical research gap persist…
Psychology (18 obras) · Mathematics education (17 obras) · Student Assessment and Feedback (14 obras) · Pedagogy (13 obras) · Social Psychology (9 obras) · Higher education (8 obras) · Computer Science (7 obras) · Evaluation of Teaching Practices (6 obras) · Innovative Teaching and Learning Methods (5 obras) · Literacy (5 obras)