Dr KOHNKE, Lucas    博士
Senior Lecturer II
Department of English Language Education
Contact
ORCiD
0000-0001-6717-5719
Phone
(852) 2948 7305
Email
lmakohnke@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Website
https://pappl.eduhk.hk/rich/web/person.xhtml?pid=267547&name=KOHNKE, Lucas
Scopus ID
56168235400
SDGs
3 - Good Health and Well-Being
4 - Quality Education
5 - Gender Equality
10 - Reduced Inequality
17 - Partnerships for the Goals
ResearcherID
R-5263-2019
Research Interests
  • Generative Artificial Intelligence
  • Teacher Professional Development Using Technology
  • Technology-supported teaching and learning
  • Mobile Assisted Language Learning
  • English for Academic/Specific Purposes (EAP/ESP)
  • English-Medium Instruction (EMI)
  • Language Acquisition and Multimodality
  • TESOL
Teaching Interests
  • Technology-supported teaching and learning
  • Teacher Professional Development Using Technology
  • English for Academic/Specific Purposes (EAP/ESP)
  • ELT Methodology
  • ELT Pedagogy
  • TESOL
Personal Profile

I work in the Department of English Language Education under the Faculty of Humanities. I specialise in integrating emerging technology with English language learning and teaching. I teach undergraduates, pre-service teachers, in-service teachers, and post-graduates. Additionally, I serve as the EdD Programme coordinator for the Graduate School.


Recognition and Awards

Listed as the world’s top 2% scientists by Stanford University (2024)

Certificate of Merit 2023/2024, Faculty of Humanities Teaching Award, The Education University of Hong Kong

Support Scheme for Excellent University ePortfolio (UePortfolio) Supervision 2023/2024, The Education University of Hong Kong

Support Scheme for Excellent University ePortfolio (UePortfolio) Supervision 2021/2022, The Education University of Hong Kong

Fellow of the Higher Education Academy (Advance HE), UK 2021



Research Interests
  • Generative Artificial Intelligence
  • Teacher Professional Development Using Technology
  • Technology-supported teaching and learning
  • Mobile Assisted Language Learning
  • English for Academic/Specific Purposes (EAP/ESP)
  • English-Medium Instruction (EMI)
  • Language Acquisition and Multimodality
  • TESOL
Teaching Interests
  • Technology-supported teaching and learning
  • Teacher Professional Development Using Technology
  • English for Academic/Specific Purposes (EAP/ESP)
  • ELT Methodology
  • ELT Pedagogy
  • TESOL
Research Outputs
Scholarly Books, Monographs and Chapters
Research book or monograph (author)
Kohnke, L. (2023). Using technology to design ESL/EFL microlearning activities. Springer. https://doi.org/10.1007/978-981-99-2774-6
Jarvis, A., Kohnke, L., Guan, G., & Patkin, J. (2018). Academic listening survival strategies: A guide for students of English medium universities. Hong Kong: The Hong Kong Polytechnic University.
Chapter in an edited book (author)
Kohnke, L., & Foung, D. (2023). Predicting student success with self-regulated behaviors: A seven-year data analytics study on a Hong Kong University English Course. Patsy D. MOSKAL, Charles D. DZIUBAN, Anthony G. PICCIANO, Data analytics and adaptive learning: Research perspectives (92-109). Routledge. https://doi.org/10.4324/9781003244271-8
Kohnke, L., & Foung, D. (2023). Exploring microlearning for teacher professional development: Voices from Hong Kong. Dara TAFAZOLI, Michelle PICARD, Handbook of CALL teacher education and professional development: Voices from under-represented contexts (279-292). Springer. https://doi.org/10.1007/978-981-99-0514-0_17
Kohnke, L., & Foung, D. (2023). Exploring Microlearning for Teacher Professional Development: Voices from Hong Kon. Dara Tafazoli, Michelle Picard, Handbook of CALL Teacher Education and Professional Development (279-292). Singapore: Springer. https://doi.org/10.1007/978-981-99-0514-0
Kohnke, L., Foung, D., & Ho, E. (2023). Open educational resources in the English for academic purposes context. Jako OLIVIER, Andreas RAMBOW, Open educational resources in higher education: A global perspective (307-327). Singapore: Springer. https://doi.org/10.1007/978-981-19-8590-4_14
Kohnke, L. (2022). Using HyFlex to Teach English for Academic Purposes: The Instructor’s Perspective. Pun, J.K.H., Curle, S., Yuksel, D., ) The Use of Technology in English Medium Education (53-64). Cham: Springer. https://doi.org/DOI: 10.1007/978-3-030-99622-2_5
Kohnke, L., & Moorhouse, B. L. (2022). Higher education instructors inclusive design practices during COVID-19: A Hong Kong perspective. In R. Sharpe, S. Bennett, & T. Varga-Atkins (Eds.), Handbook of digital higher education: Elgar handbooks in education (pp. 135–147). Cheltenham: Edward Elgar Publishing Limited.
Kohnke, L. (2022). Hong Kong learner’s perceptions, experiences and motivation with mobile app vocabulary learning. Bin ZOU, Michael THOMAS, David BARR, Wen JIA, Emerging concepts in technology-enhanced language teaching and learning (200-214). IGI Global. https://doi.org/10.4018/978-1-7998-8981-6.ch010
Kohnke, L., & Har, F. (2021). Argumentative writing at the tertiary level: Students’ and teachers’ perceptions of a hybrid approach. In A. R. Hirvela & D. D. Belcher (Eds.), Argumentative writing in a second language: Perspectives on research and pedagogy (pp. 223-239). Ann Arbor: University of Michigan Press.
Kohnke, L. (2021). Chatbots for learning: A Facebook Messenger ‘Bot’. Weijia JIA, Yong TANG, Raymond S. T. LEE, Michael HERZOG, Hui ZHANG, Tianyong HAO, Tian WANG, Emerging technologies for education: 6th International Symposium, SETE 2021, Zhuhai, China, November 11–12, 2021, revised selected papers (373-377). Springer. https://doi.org/10.1007/978-3-030-92836-0_33
Kohnke, L. (2021). Optimizing microlearning materials for mobile learning. Joseph Rene CORBEIL, Badrul H. KHAN, Maria Elena CORBEIL, Microlearning in the digital age: The design and delivery of learning in snippets (80-94). Routledge. https://doi.org/10.4324/9780367821623
Kohnke, L., Zou, Di., Wang, F.L., & Xie, H. (2018). Game-based vocabulary learning in Hong Kong: Students’ perceptions, attitudes and expectations of a game-mediated vocabulary learning APP. Jeanne LAM, Kam Cheong LI, Kim MAK, Fu Lee WANG, Kat LEUNG, Ivan Ka-wai LAI, Proceedings of International Conference on Technology in Education 2018 (56-62). Caritas Institute of Higher Education. http://icte2018.cihe.edu.hk/published version
Edited book (editor)
Kohnke, L. (Ed.). (2022). Cases on teaching English for academic purposes (EAP) during COVID-19: Insights from around the world. Hershey, Pennsylvania: IGI Global. DOI: 10.4018/978-1-6684-4148-0

Journal Publications
Publication in refereed journal
Kohnke, L. (2024). Exploring EAP students' perceptions of GenAI and traditional grammar-checking tools for language learning. Computers and Education: Artificial Intelligence, 7, Article 100279. https://doi.org/10.1016/j.caeai.2024.100279
Moorhouse, B.L., Wan, Y., Wu, C., Kohnke, L., Ho., T.Y., & Kwong, T. (2024). Developing language teachers’ professional generative AI competence: An intervention study in an initial language teacher education course. System, 125, Article 103399. https://doi.org/10.1016/j.system.2024.103399
Ulla, M.B., Lemana, H.E., & Kohnke, L. (2024). ‘TikTok for language teachers’: Affordances of TikTok on teachers’ identity and emotional vulnerability. Heliyon, 10(14), Article E34388. https://doi.org/10.1016/j.heliyon.2024.e34388
Moorhouse, B.L., & Kohnke, L. (2024). An exploration of microlearning as continuous professional development for English language teachers: Initial findings and insights. Open Learning, 122, Article 103290. https://doi.org/10.1080/02680513.2024.2362649
Su, F., Zou, D., Wang, L. Kohnke, L. (2024). Student engagement and teaching presence in blended learning and emergency remote teaching. Journal of Computers in Education, 11(2), 445- 470. https://doi.org/10.1007/s40692-023-00263-1
Moorhouse, B.L., & Kohnke. L. (2024). The effects of generative AI on initial language teacher education: The perceptions of teacher educators. System, 122, Article 103290. https://doi.org/10.1016/j.system.2024.103290
Ulla, M.B., Lemana, H.E., & Kohnke, L. (2024). Unveiling the TikTok Teacher: The Construction of Teacher Identity in the Digital Spotlight. Journal of Interactive Media in Education, 1(12), 1-14. https://doi.org/10.5334/jime.845
Kohnke, L., Zou, D., & Moorhouse, B.L. (2024). Technostress and English language teaching in the age of generative AI. Educational Technology & Society, 27(2), 306-320. https://doi.org/10.30191/ETS.202404_27(2).TP02
Kohnke, L., & Foung, D. (2024). Deconstructing the normalization of data colonialism in educational technology. Education Sciences, 14(1), Article 57. https://doi.org/10.3390/educsci14010057
Kohnke, L., Foung, D., Zou, D., & Jiang, M. (2024). Creating the conditions for professional digital competence through microlearning. Educational Technology and Society, 27(1), 183-197. https://doi.org/10.30191/ETS.202401_27(1).SP05
Kohnke, L.,Foung, D., & Zou, D. (2024). Microlearning: A new normal for flexible teacher professional development in online and blended learning. Education and Information Technologies, 29, 4457–4480. https://doi.org/10.1007/s10639-023-11964-6
Luo, S., Zou, D., & Kohnke, L. (2024). A systematic review of research on xReality (XR) in the English classroom: Trends, research areas, benefits, and challenges. Computers & Education: X Reality, 4, Article 100049. https://doi.org/10.1016/j.cexr.2023.100049
Wang, Z., Zou, D., Kohnke, L., Cheng, G., & Wang, L. (2024). A systematic review of mobile-based synchronous and asynchronous language teaching and learning. International Journal of Mobile Learning and Organisation, Online first, 1-31. http://dx.doi.org/10.1504/IJMLO.2024.10054424
Kohnke, L., Foung, D., & Chen, J. (2023). Cluster analysis of Hong Kong students' self-regulated learning in contextualized multimodal language learning. Educational Technology and Society, 26(3), 53-68. https://doi.org/10.30191/ETS.202307_26(3).0005
Kohnke, L., & Foung, D. (2023). Promoting positive emotions during the emergency remote teaching of English for academic purposes: The unexpected role of the constructionist approach. Education Sciences, 13(8), Article 765. https://doi.org/10.3390/educsci13080765
Kohnke, L., & Jarvis, A. (2023). Addressing language and study skills challenges in online undergraduate EMI courses. Education Sciences, 13, Article 958. https://doi.org/10.3390/educsci13090958
Kohnke, L., Jiang, M., Zou, D., Wu, N.-I., & Lee, K. L. K (2023). Primary pre-service teachers’ beliefs about developing future-ready learners: A qualitative inquiry in Hong Kong. Asia Pacific Journal of Education, 43(3), 743-758. https://doi.org/10.1080/02188791.2023.2231646
Kohnke, L., Moorhouse, B.L., & Zou, D. (2023). Exploring generative artificial intelligence preparedness among university language instructors: A case study. Computers and Education: Artificial Intelligence, 5, Article 100156. https://doi.org/10.1016/j.caeai.2023.100156
Kohnke L., Zou, D., & Zhang, R. (2023). Zoom Supported Emergency Remote Teaching and Learning in Teacher Education: A Case Study from Hong Kong. Knowledge Management & E-Learning, 15(2), 192-213. https://doi.org/10.34105/j.kmel.2023.15.011
Foung, D., & Kohnke, L. (2023). Beyond replication: An exact replication study of Łodzikowski (2021). ReCALL, 35(2), 225-238. https://doi.org/10.1017/S0958344023000071
Kohnke, L., Moorhouse, B.L., & Zou. D (2023). ChatGPT for language teaching and learning. RELC Journal, 54(2), 537–550. https://doi.org/10.1177/00336882231162868
Kohnke, L., Ulla, M.B., & Xie, H. (2023). Editorial: Digital learning innovations in education in response to the COVID-19 pandemic. Frontiers in Education, 8, Article 1165417. https://doi.org/10.3389/feduc.2023.1165417
Moorhouse, B. L., Kohnke, L., & Chiu, T. K. F. (2023). Developing a context- and subject-specific professional digital competence framework for beginning English language teachers in Hong Kong. Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-023-00778-2
Moorhouse, B.L., Kohnke. L., & Wan, Y. (2023). A systematic review of technology reviews in language teaching and learning journals. RELC Journal, 54(2), 426–444. https://doi.org/10.1177/00336882221150810
Kohnke, L. (2023). L2 learners' perceptions of a chatbot as a potential independent language learning tool. International Journal of Mobile Learning and Organisation, 17(1/2), 214-226. https://doi.org/10.1504/IJMLO.2023.10053355
Kohnke, L., & Moorhouse, B.L. (2022). Facilitating synchronous online language learning through Zoom. RELC Journal, 53(1), 296–301. https://doi.org/10.1177/0033688220937235
Foung, D., & Kohnke, L. (2022). Rediscovering the uptake of dashboard feedback: A conceptual replication of Foung (2019). Sustainability, 14(23), Article 16169. https://doi.org/10.3390/su142316169
Wang, Z., Kohnke, L., & Zou, D. (2022). Chinese students' identity construction and negotiation during emergency remote teaching: A case study from Wuhan. Journal of Asia TEFL, 19(3), 1044-1052. doi: 10.18823/asiatefl.2022.19.3.19.1044
Kohnke, L., & Jarvis, A. (2022). Developing infographics for English for academic purposes courses. TESOL Journal, 14(1). https://doi.org/10.1002/tesj.675
Kohnke, L. (2022). A qualitative exploration of student perspectives of chatbot use during emergency remote teaching. International Journal of Mobile Learning and Organisation, 16(4), 475-488. https://doi.org/10.1504/IJMLO.2022.125966
Kohnke, L., & Har, F. (2022). Perusall encourages critical engagement with reading texts. RELC Journal, 1- 10. https://doi.org/10.1177/00336882221112166
Kohnke, L., Zou, D., & Zhang. R. (2022). Exploring pre-service teachers’ beliefs about EAP instruction in China – A case study. International Journal of Educational Research Open, 3, Article 100179. https://doi.org/10.1016/j.ijedro.2022.100179
Kohnke, L., Foung, D., & Chen, J. (2022). Using learner analytics to explore the potential contribution of multimodal formative assessment to academic success in higher education. SAGE Open, 12(2), 1- 12. https://doi.org/10.1177/21582440221089957
Moorhouse, B.L., & Kohnke. L. (2022). Conducting formative assessment during synchronous online lessons: University teachers’ challenges and pedagogical strategies. Pedagogies, 18(3), 431-449. https://doi.org/10.1080/1554480X.2022.2065993
Zou, D., Huang, X., Kohnke, L., Chen, X., Cheng, G., & Xie, H. (2022). A bibliometric analysis of the trends and research topics of empirical research on TPACK. Education and Information Technologies, xx, xx-xx. Doi:10.1007/s10639-022-10991-z.
Foung, D., & Kohnke, L. (2022). The development and validation of the Feedback in Learning Scale (FLS): A replication study. Educational Research and Evaluation, 164- 187. https://doi.org/10.1080/13803611.2021.2022320
Kohnke, L. (2022). A pedagogical chatbot: A supplemental language learning tool. RELC Journal. https://doi.org/10.1177/00336882211067054
Kohnke, L., & Zou, D. (2021). Reflecting on existing english for academic purposes practices: Lessons for the post-COVID classroom. Sustainability, 13(20), Article 11520. https://doi.org/10.3390/su132011520
Kohnke, L., Zou, D., & Ho, R. (2021). Exploring the potential of push notification in ESL: A qualitative inquiry. Journal of Asia TEFL, 18(3), 985-994. https://doi.org/10.18823/asiatefl.2021.18.3.18.985
Moorhouse, B.L., & Kohnke. L. (2021). Responses of the English-language-teaching community to the COVID-19 pandemic. RELC Journal, 52(3), 359-378. https://doi.org/10.1177/00336882211053052
Kohnke, L., & Jarvis, A. (2021). Coping with English for academic purposes provision during COVID-19. Sustainability, 13(15), Article 8642. https://doi.org/10.3390/su13158642
Chen, X., Zou, D., Kohnke, L., Xie, H., & Cheng, G. (2021). Affective states in digital game-based learning: Thematic evolution and social network analysis. PLoS One, 16(7), Article e0255184. https://doi.org/10.1371/journal.pone.0255184
Kohnke, L., Jarvis, A., & Ting., A. (2021). Digital multimodal composing as authentic assessment in discipline-specific English courses: Insights from ESP learners. TESOL Journal, 12(3), 1- 15, Article e600. https://doi.org/10.1002/tesj.600
Kohnke, L., Zou, D., & Zhang. R. (2021). Pre-service teachers' perceptions of emotions and self-regulatory learning in emergency remote learning. Sustainability, 13(13), Article 7111. https://doi.org/10.3390/su13137111
Kohnke, L. (2021). L2 learners' perception of comic strips in an ESP classroom. The Asian ESP Journal, 17(5), 44-64.
Kohnke, L. (2021). Professional development and ICT: English language teachers' voices. Online Learning Journal, 25(2), 36-53. https://doi.org/10.24059/olj.v25i2.2228
Moorhouse, B.L., & Kohnke. L. (2021). Thriving or surviving emergency remote teaching necessitated by COVID-19: University teachers’ perspectives. Asia-Pacific Education Researcher, 30, 279-287. https://doi.org/10.1007/s40299-021-00567-9
Kohnke, L., & Moorhouse, B.L. (2021). Adopting HyFlex in higher education in response to COVID-19: Students' perspectives. Open Learning, 36(3), 231-244. https://doi.org/10.1080/02680513.2021.1906641
Kohnke, L., & Ting, A. (2021). ESL students' perceptions of mobile applications for discipline-specific vocabulary acquisition for academic purposes. Knowledge Management and E-Learning, 13(1), 102-117. https://doi.org/10.34105/j.kmel.2021.13.006
Kohnke, L. (2020). Mentoring in the online sphere: A case study of EAP teachers. Teacher Development Academic Journal, 1(1), 30-43.
Kohnke, L., & Moorhouse, B.L. (2020). ‘There’s an App for that!’ Writing technology reviews for academic journals. RELC Journal, 53(1), 261- 265. https://doi.org/10.1177/0033688220945419
Kohnke, L., Jarvis, A., Guan, W. (2020). Academic listening strategy use at an English-medium University. Asian ESP Journal, 16(3), 8-29.
Kohnke, L. (2020). Exploring learner perception, experience and motivation of using a mobile app in L2 vocabulary acquisition. International Journal of Computer-Assisted Language Learning and Teaching, 10(1), 15-26. https://doi.org/10.4018/IJCALLT.2020010102
Kohnke, L., & Jarvis, A. (2019). Enriching students’ language skills and confidence through a university mentoring scheme. Journal of Education for Teaching, 45(2), 223-224. https://doi.org/10.1080/02607476.2018.1548176
Kohnke, L., & Jarvis. A. (2019). Developing mentorship provisions for academic English success. Asian EFL Journal, 21(2.3), 142-157.
Chan, B. C.-C., & Kohnke, L. (2019). Incorporating reflective writing with automatic speech recognition. English Australia Journal, 35(2), 45-49.
Kohnke, L. (2019). Using comic strips to stimulate student creativity in language learning. TESOL Journal, 10(2), 1- 5, Article e00419. https://doi.org/10.1002/tesj.419
Kohnke, L. (2017). Remix literacy: A picture is worth a thousand words. Teaching English with Technology, 17(3), 50-52.

Conference Papers
Refereed conference paper
Kohnke, L., & Foung, D. (2022, December). Empowering English language teachers through digital microlearning. Paper presentation]. International Congress on English Language Education and Applied Linguistics (ICELEAL 2022), Hong Kong.
Kohnke, L. (2021, December). Learning how to learn with technology: Preparing students for a changing world using innovative pedagogies. Paper presented at Learning & Teaching Expo 2021, Hong Kong, China.
Chen, X., Zou, D., Kohnke, L., & Xie, H. (2020, November). Emotional issues in collaborative learning: Bibliometrics with topic modeling. Paper presented at The International Conference on Education and Artificial Intelligence 2020 (ICEAI 2020)
Kohnke, L. (2020, November). Stimulating and sustaining language acquisition: Chatbots as a pedagogical possibility [Online]. Paper presented at The International Conference on Education and Artificial Intelligence 2020 (ICEAI 2020), Hong Kong, China
Kohnke, L. (2020, November). Designing a chatbot to teach English: Transforming learning spaces [Online]. Paper presented at The International Conference on Education and Artificial Intelligence 2020 (ICEAI 2020), Hong Kong, China.

All Other Outputs
Review of books or of software
Moorhouse, B.L., & Kohnke. L. (2024). Creating the conditions for vocabulary learning with Wordwall. RELC Journal (234–239). publisher. https://doi.org/10.1177/00336882221092796
Kohnke, L. (2023). Review of the book Critical Thinking Gregory Hadley and Andrew Boon. New York, USA: Routledge, 2023. xv + 357. ISBN 9780367181710. TESOL Quarterly. publisher. https://doi.org/10.1002/tesq.3221
Kohnke, L. (2022). Review of Informal digital learning of English: Research to practice. Language Learning and Technology, 26(1), 1-4. Retrieved from https://hdl.handle.net/10125/73492
Kohnke, L., & Moorhouse, B.L. (2022). Using Kahoot! to gamify learning in the language classroom. RELC Journal ( 769–775). publisher. https://doi.org/10.1177/00336882211040270
Kohnke, L. (2021). GoSoapBox: Encourage participation and interaction in the language classroom. RELC Journal (648-650). publisher. https://doi.org/10.1177/0033688219872570
Kohnke, L. (2021). Book review: Extensive reading: The role of motivation. RELC Journal. publisher. https://doi.org/10.1177/00336882211038784
Kohnke, L. (2020). Make Beliefs Comix. RELC Journal (321-323). Sage. https://doi.org/10.1177/0033688218765301
Kohnke, L. (2020). [Review of the book Supporting the professional development of English language teachers: Facilitative mentoring, by M. K. Smith & M. Lewis]. RELC Journal, 51(3), 454-456. doi: 10.1177/0033688219856382
Kohnke, L. (2020). Teacher development over time: Practical activities for language teachers. TESOL Journal, 11(2), 1-3. Retrieved from https://doi.org/10.1002/tesj.474
Kohnke, L. (2020). [Review of the book Specialised English: New directions in ESP and EAP research and practice, edited by K. Hyland and L. L. C. Wong]. Journal of English for Academic Purposes, 44. Retrieved from https://doi.org/10.1016/j.jeap.2020.100849
Moorhouse, B.L., & Kohnke. L. (2020). Using Mentimeter to elicit student responses in the EAP/ESP classroom. RELC Journal (198-204). Sage. https://doi.org/10.1177/0033688219890350
Kohnke, L. (2019). Book review: Mobile learning. RELC Journal, 50(3), 497-499. doi: 10.1177/0033688217748025
Kohnke, L. (2019). [Review of the book Unlocking English learners' potential: Strategies for making content accessible, by D. S. Fenner and S. Snyder]. The Asian EFL Journal, 23(3.1), 157- 160.
Kohnke, L. (2019). Review of New technologies and language learning. Language Learning and Technology (36-39). Retrieved from http://hdl.handle.net/10125/44669
Kohnke, L. (2017). Review of the book Interaction online creative activities for blended learning, by L. Clandfield and J. Hadfield. Journal of Asia TEFL (833-834). publisher. https://doi.org/10.18823/asiatefl.2017.14.4.21.833
Other outputs
Kohnke, L. (2024). Navigating the digital turn: recent books on technological integration in ELT (Survey Review).. https://doi.org/10.1093/elt/ccae014
Kohnke, L. & Jarvis, A. (2022). Listening interventions beyond the textbook. Modern English Teacher, 13(5), 39-43.
Kohnke, L., & Moorhouse, B. (2022). Mobile microlearning for professional development. Modern English Teacher, 31(4), 36-38.
Kohnke, L. (2022). Positive online learning. Modern English Teacher, 31(1), 6-7.
Kohnke, L. (2022). Positive Online Learning: Supporting Emotional Well-being in Our Classrooms. Modern English Teacher, 31(1), 6-7.
Kohnke, L., & Jarvis, A. (2021). Infographics for EAP: Encouraging visual literacy. English Teaching Professional, 137, 42-45.
Kohnke, L. (2020). Online discussions: Strategies for active interaction. English Teaching Professional, 128, 17-18.
Kohnke, L., & Jarvis, A. (2020). Keeping the ball rolling. Modern English Teacher, 29(3), 25-26
Kohnke, L. (2020). Collaboration for professional development: Video. English Teaching Professional, 130, 48-50.
Kohnke, L. (2019). A new professional development recipe: The ICT Bootcamp. The Teacher Trainer, 33(2), 10-13.
Moorhouse, B., & Kohnke, L. (2019). What’s wrong with right and wrong? Modern English Teacher, 28(2), 18-20.
Kohnke, L. (2019). Virtual mentoring: A social and participatory approach. Modern English Teacher, 28(3), 23-24.
Kohnke, L., & Chan, B. (2019). Exploiting infographics. Modern English Teacher, 18(1), 67-68.
Kohnke, L. (2019). Use sticky-notes and make the content stick. The Teacher Trainer, 33(1), 6-7.

Projects
Investigating Digital Literacy Practices and Pre-service Teachers’ Identity Construction: Pre-service Teachers’ Digital Literacy Competence and Integration of Digital Literacy Into Teaching
This project will (a) assess our pre-service teachers' digital literacies, (b) accordingly design a suitable digital literacy program for them, and (c) evaluate its effectiveness
Project Start Year: 2022, Principal Investigator(s): GU, Ming Yue, Michelle, CHIU, Ming Ming, KOHNKE, Lucas Mathias, Alfred, LEE, Chi Kin, John, ERNI, John N,

 
Promoting a Dynamic Pedagogical Model of Asynchronous and Synchronous Virtual Teaching and Learning to Enrich Students’ Virtual Learning Experiences
Having meticulously considered the situation of the COVID-19 in Hong Kong, the EdUHK has been conducting Virtual Teaching and Learning (VTL) since 2020 spring. Most lecturers deliver lectures synchronously using Zoom and assist students’ asynchronous learning through sharing materials on Moodle and other online platforms and conducting online learning activities. A range of measures have been taken to help teachers and students cope with the challenges and problems, for example, developing Zoom tutorial videos and conducting online workshops, seminars, and sharing sessions to introduce and explain useful approaches to effective VTL. However, many teachers may feel overwhelmed by the large amount of resources and do not know exactly how to apply these strategies or methods in their lessons. Thus, it is necessary to provide them with a pedagogical model, which is easy to follow, conducive to effective VTL, and can be adapted to meet diverse teachers’ and students’ needs. In response to this call, we propose a dynamic pedagogical model that synthesizes and balances asynchronous and synchronous VTL (AS-VTL). To establish and promote this pedagogical model in Faculty of Humanities (FHM), we aim to develop a series of innovative virtual learning resources and implement the AS-VTL pedagogical model in a range of FHM courses across all the five departments/units in FHM. We will also establish a community of practice (CoP) for the wider adaptation of the AS-VTL pedagogical model in FHM, and indeed, in the EdUHK and beyond.
Project Start Year: 2021, Principal Investigator(s): WANG, Lixun (KOHNKE, Lucas Mathias, Alfred as Co-Investigator)
SDGs Information: 4 - Quality Education, 10 - Reduced Inequality