Theresa Kwong
Biographic Data
| ID | 6479915 |
|---|---|
| NAME | Theresa Kwong |
| GIVEN NAMES | Theresa |
| FAMILY NAME | Kwong |
| SIGNATURE | KWONG T |
| AFFILIATIONS | Hong Kong Baptist University |
| ORCID | 0000-0001-8294-8580 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Developing language teachers’ professional generative AI competence
How Online Teams with Diverse Backgrounds Worked to Excel
A tide of changes with technological advances at its center has allowed more efficient and productive synchronous and asynchronous collaborations among dispersed individuals across the globe in recent years. Working effectively in virtual teams of individuals with diverse backgrounds is thus critical for students to succeed in the 21st century. However, relevant training for international collaboration is lacking in the higher education system. T…
Promoting Students’ Global Perspectives Through a Gamified e-Learning Platform
With the rapid growth of internationalization in tertiary institutions worldwide, the development of students’ global perspectives has attracted the attention of many universities. However, this development is a challenging one due to the complicated nature of global issues and their incompatibility with traditional subject-specific boundaries of classroom teaching. Through two eTournaments organized on a proprietary gamified e-learning platform …
An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches
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, stude…
An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches
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, stude…
How Online Teams with Diverse Backgrounds Worked to Excel
A tide of changes with technological advances at its center has allowed more efficient and productive synchronous and asynchronous collaborations among dispersed individuals across the globe in recent years. Working effectively in virtual teams of individuals with diverse backgrounds is thus critical for students to succeed in the 21st century. However, relevant training for international collaboration is lacking in the higher education system. T…
Promoting Students’ Global Perspectives Through a Gamified e-Learning Platform
With the rapid growth of internationalization in tertiary institutions worldwide, the development of students’ global perspectives has attracted the attention of many universities. However, this development is a challenging one due to the complicated nature of global issues and their incompatibility with traditional subject-specific boundaries of classroom teaching. Through two eTournaments organized on a proprietary gamified e-learning platform …
Developing language teachers’ professional generative AI competence
Computer Science (4 works) · Mathematics education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Business (2 works) · Educational Games and Gamification (2 works) · Engineering (2 works) · Online and Blended Learning (2 works) · Political science (2 works) · Analysis of covariance (1 works)