Profile of Dr LO, Chung Kwan 盧頌鈞 - The Education University of Hong Kong

Dr LO, Chung Kwan 盧頌鈞博士


Assistant Professor	Department of Mathematics and Information Technology

Contact

ORCiD

0000-0003-2305-9227

Phone

(852) 2948 7812

Email

chungkwanlo@eduhk.hk

Address

10 Lo Ping Road, Tai Po, New Territories, Hong Kong

Website

https://pappl.eduhk.hk/rich/web/person.xhtml?pid=72154&name=LO, Chung Kwan

Scopus ID

57191225205

Research Outputs


Scholarly Books, Monographs and Chapters Chapter in an edited book (author) Chun, M. K., & Lo, C. K. (2022). An adventure in flipping a secondary school mathematics classroom during the COVID-19 pandemic. In A. W. B. Tso, A. C. K. Chan, W. W. L. Chan, P. E. Sidorko (Eds.), Digital Communication and Learning: Changes and Challenges (pp. 223–237). Singapore: Springer. Che, Z., Hew, K. F., & Lo, C. K. (2020). Pre-class learning strategies of a flipped lesson: A randomized comparative study of student achievement and cognitive load. In W. W. K. Ma, K. W. Tong, & W. B. A. Tso (Eds.), Learning Environment and Design: Current and Future Impacts (141-157). Singapore: Springer. Lo, C. K. (2020). Systematic reviews on flipped learning in various education contexts. In O. Zawacki-Richter, M. Kerres, S. Bedenlier, M. Bond, & K. Buntins (Eds), Systematic reviews in educational research: Methodology, perspectives and application (129-143). Wiesbaden: Springer. Lo, C. K., & Chen, G. (2020). Improving productive classroom talk through visual learning analytics technology: A case study of an award-winning mathematics teacher. In L. K. Lee, L. H. U, F. L. Wang, S. K. S. Cheung, & K. C. Li (Eds.), Technology in education: Innovations for Online Teaching and Learning (213-224). Singapore: Springer. Hew, K. F., Zhu, Y., & Lo, C. K. (2018). Designing and evaluating postgraduate courses based on a 5E-flipped classroom model: A two-case mixed-method study. In S. K. S. Cheung, J. Lam, K. C. Li, O. Au, W. W. K. Ma, & W. S. Ho (Eds.), Technology in education: Innovative solutions and practices (109-120). Singapore: Springer. Lo, C. K. (2017). Student learning and engagement in mathematics flipped classrooms: An action research study in a secondary school. In P. M. Yeung (Ed.), Educational research reports: Educational research award scheme 15/16 (135-165). Hong Kong: Hong Kong Teachers’ Centre.
Journal Publications Publication in refereed journal Lo, C. K., Hew, K. F., & Jong, S. Y. M. (2024). The influence of ChatGPT on student engagement: A systematic review and future research agenda.. Computers & Education, 219, 105100. https://doi.org/10.1016/j.compedu.2024.105100 Lo, C. K., Ng, D. T. K, & Ng, F. (2024). Observing mathematical properties in the virtual world: An exploratory study of online independent learning of locus concepts. International Journal of Science and Mathematics Education. Advance online publication. https://doi.org/10.1007/s10763-024-10466-2 Lo, C. K., Ng, F., & Cheung, K. L (2024). Sustainable development and formative evaluation of mathematics open educational resources created by pre‑service teachers: An action research study. Smart Learning Environments, 11, 23. https://doi.org/10.1186/s40561-024-00311-y Prabowo, T. T., Sitthiworachart, J., & Lo, C. K. (2024). Demographic analysis of information literacy self-efficacy among library and information science students in Indonesia. Library and Information Science Research, 46, 101281. https://doi.org/10.1016/j.lisr.2024.101281 Lo, C. K., Cheung, K. L., Chen, H. R., & Chau, C. L. E. (2023). Developing flipped learning resources to support secondary school mathematics teaching during the COVID-19 pandemic. Interactive Learning Environments, 31(8), 4787–4805. https://doi.org/10.1080/10494820.2021.1981397 Lo, C. K., & Hew, K. F. (2023). A review of integrating AI-based chatbots into flipped learning: New possibilities and challenges. Frontiers in Education, 8, 1175175. doi: 10.3389/feduc.2023.1175715 Lo. C. K. (2023). What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences, 13, 410. Doi:10.3390/educsci13040410. Lo, C. K. (2023). Strategies for enhancing online flipped learning: A systematic review of empirical studies during the COVID-19 pandemic. Interactive Learning Environments https://doi.org/10.1080/10494820.2023.2184392 Ng, L. K., & Lo, C. K. (2023). Enhancing online instructional approaches for sustainable business education in the current and post-pandemic era: An action research study of student engagement. Education Sciences, 13(1), 42. DOI:10.3390/educsci13010042. Lo, C. K., & Hew, K. F. (2022). Design principles for fully online flipped learning in health professions education: A systematic review of research during the COVID-19 pandemic. BMC Medical Education, 22, 720. DOI:10.1186/s12909-022-03782-0. Lo, C. K., Tlili, A., & Huang, X. (2022). The use of open educational resources during the COVID-19 pandemic: A qualitative study of primary school mathematics teachers in Hong Kong. Education Sciences, 12(11), 774. DOI:10.3390/educsci12110744. Ng, L. K., & Lo, C. K. (2022). Online flipped and gamification classroom: Risks and opportunities for the academic achievement of adult sustainable learning during COVID-19 pandemic. Sustainability, 14(19), 12396. DOI: 10.3390/su141912396. Lo, C. K., Huang, X., & Cheung, K. L. (2022). Toward a design framework for mathematical modeling activities: An analysis of official exemplars in Hong Kong mathematics education. Sustainability, 14(15), 9757. DOI:10.3390/su14159757. Lo, C. K., & Liu, K. Y. (2022). How to sustain quality education in a fully online environment: A qualitative study of students’ perceptions and suggestions. Sustainability, 14, 5112. doi:10.3390/su14095112 Ng, L. K., & Lo, C. K. (2022). Flipped classroom and gamification approach: Its impact on performance and academic commitment on sustainable learning in education. Sustainability, 14, 5428. doi:10.3390/su14095428 Lo, C. K. (2023). How can flipped learning continue in a fully online environment? Lessons learned during the COVID-19 pandemic. PRIMUS, 33(2), 175-185. doi:10.1080/10511970.2022.2048929 Lo, C. K. (2021). Design principles for effective teacher professional development in integrated STEM education: A systematic review. Educational Technology & Society, 24(4), 136–152. Lo, C. K., & Chen, G. (2021). Improving experienced mathematics teachers’ classroom talk: A visual learning analytics approach to professional development. Sustainability, 13, 8610. doi:10.3390/su13158610 Hew, K. F., Bai, S., Dawson, P., & Lo, C. K. (2021). Meta-analyses of flipped classroom studies: A review of methodology. Educational Research Review, 33(100393), 1-18. Lo, C. K., & Hew, K. F. (2021). Developing a flipped learning approach to support student engagement: A design-based research of secondary school mathematics teaching. Journal of Computer Assisted Learning, 37(1), 142-157. Lo, C. K., & Hew, K. F. (2021). Student engagement in mathematics flipped classrooms: Implications of journal publications from 2011 to 2020. Frontiers in Psychology, 12(672610), 1-17. Chen, G., Lo, C. K., & Hu, L. (2020). Sustaining online academic discussions: Identifying the characteristics of messages that receive responses. Computers & Education, 156(103938), 1-14. Lo, C. K., & Hew, K. F. (2020). A comparison of flipped learning with gamification, traditional learning, and online independent study: The effects on students’ mathematics achievement and cognitive engagement. Interactive Learning Environments, 28(4), 464-481. Saxena, A., Lo, C. K., Hew, K. F., & Wong, G. K. W. (2020). Designing unplugged and plugged activities to cultivate computational thinking: An exploratory study in early childhood education. The Asia-Pacific Education Researcher, 29(1), 55-66. Tang, Y., Hew, K. F., & Lo, C. K. (2020). Investigating the use of mobile instant messaging-facilitated 5E-flipped learning: A two-stage study. International Journal of Innovation in Language Learning and Teaching, 27(3), 287-309. Huang, B., Hew, K. F., & Lo, C. K. (2019). Investigating the effects of gamification-enhanced flipped learning on undergraduate students' behavioral and cognitive engagement. Interactive Learning Environments, 27(8), 1106-1126. Lo, C. K., & Hew, K. F. (2019). The impact of flipped classrooms on student achievement in engineering education: A meta-analysis of 10 years of research. Journal of Engineering Education, 108(4), 523-546. Hew, K. F., Lan, M., Tang, Y., Jia, C., & Lo, C. K. (2019). Where is the "theory" within the field of educational technology research?. British Journal of Educational Technology, 50(3), 956-971. Hew, K. F., & Lo, C. K. (2018). Comparing video styles and study strategies during video-recorded lectures: Effects on secondary school mathematics students’ preference and learning. Interactive Learning Environments, Advance online publication, 0-0. Lo, C. K. (2018). Grounding the flipped classroom approach in the foundations of educational technology. Educational Technology Research and Development, 66(3), 793-811. Lo, C. K., Lie, C. W., & Hew, K. F. (2018). Applying “First Principles of Instruction” as a design theory of the flipped classroom: Findings from a collective study of four secondary school subjects. Computers & Education, 118, 150-165. Bai, B., & Lo, C. K. (2018). The barriers of technology integration in Hong Kong primary school English education: Preliminary findings and recommendations for future practices. International Journal of Languages, Literature and Linguistics, 4(4), 290-297. Hew, K. F., & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: A meta-analysis. BMC Medical Education, 18(38), 1-12. Hew, K. F., Tang, Y., Lo, C. K., & Zhu, Y. (2018). Examining a WeChat-supported 5E-flipped classroom pedagogical approach. International Journal of Services and Standards, 12(3/4), 224-242. Lo, C. K., & Hwang, G. J. (2018). How to advance our understanding of flipped learning: Directions and a descriptive framework for future research. Knowledge Management & E-Learning, 10(4), 441-454. Lo, C. K. (2017). Examining the flipped classroom through action research. Mathematics Teacher, 110(8), 624-627. Lo, C. K., & Hew, K. F. (2017). Using "First Principles of Instruction" to design mathematics flipped classroom for underperforming students. International Journal of Learning and Teaching, 3(2), 82-89. Lo, C. K., Hew, K. F., & Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review, 22, 50-73. Lo, C. K. (2017). Toward a flipped classroom instructional model for History education: A call for research. International Journal of Culture and History, 3(1), 36-43. Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(4), 1-22. Lo, C. K., & Hew, K. F. (2017). Using "First Principles of Instruction" to design secondary school mathematics flipped classroom: The findings of two exploratory studies. Educational Technology & Society, 20(1), 222-236.
Conference Papers Refereed conference paper Lo, C. K., & Song, Y. (2023). A scoping review of empirical studies in Gather.town. In Proceedings of 2023 11th International Conference on Information and Education Technology (pp. 1–5). IEEE. doi: 10.1109/ICIET56899.2023.10111430 Ng, L. K., & Lo, C. K. (2021). Research proposal: The influence of gamification in the flipped classroom on learner achievement and engagement for adult business education in China. In M. Chang, S. C. Kong, Q. Wang, R. Huang, Y. Li, & T. C. Hsu (Eds.), Doctoral Student Forum Proceedings of the 25th Global Chinese Conference on Computers in Education (pp. 13–18). Hong Kong: The Education University of Hong Kong. Chen, G., Lo, C. K., & Hu, L. (2020, June). Message responsiveness during online discussions. In M. Gresalfi & I. S. Horn, (Eds), Proceedings of the 14th International Conference of the Learning Sciences, USA. Lo, C. K., & Chen, G. (2019, October). The use of classroom visual learning analytics in professional development: Preliminary findings of mathematics teachers' instructional changes. In Proceeding of 2019 the 3rd International Conference on Digital Technology in Education (185-189). ACM, Tsuru, Japan. Chan, Y. C., Lo, C. K., & Hew, K. F. (2018, August). An exploratory study of using the Next Generation Science Standards (NGSS) to flip Hong Kong secondary school science education. In Proceeding of 2018 the 2nd International Conference on E-Society, E-Education and E-Technology (10-15). ACM, Taipei, Taiwan. Lo, C. K., & Hew, K. F. (2016, June). A comparison of video production styles in mathematics flipped classroom: Examining students' preferences. In C. K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2 (1282-1285), Singapore.
All Other Outputs Review of books or of software Lo, C. K. (2021). Book review: Handbook of research on online pedagogical models for mathematics teacher education. Schools: Studies in Education (137-142). The University of Chicago Press. Other outputs 盧頌鈞（2024）。〈發展學生的數學建模能力：層次分明的學習經驗〉。《學校數學通訊》，第二十七期，頁7–15。 https://www.edb.gov.hk/attachment/en/curriculum-development/kla/ma/res/smn_27.pdf

Projects


The Design and Practice of Synchronous Online Mathematics Instruction: A Visual Learning Analytics-supported Design-based Study Project objectives: 1) To generate principles that guide the design and practice of synchronous online mathematics instruction to engage students in class discussion and increase their mathematics achievement; 2) To enhance a visual learning analytics approach for teachers to review and improve their synchronous online mathematics instruction. Project Start Year: 2024, Principal Investigator(s): LO, Chung Kwan
Enhancing Mathematical Learning: Exploring the Efficacy of Online Educational Resources in Virtual Environments Project Objectives: 1) To evaluate the effect of utilizing online educational resources within the Co-Spaces platform on students’ learning outcomes; 2) To examine student perception and experience of the learning activities facilitated within the Co-Spaces platform. Project Start Year: 2023, Principal Investigator(s): LO, Chung Kwan
Teachers’ Uses and Concerns about Online Open Educational Resources: A Territory-wide Study This study has four objectives: 1. To understand teachers’ usage and adoption patterns of open educational resources; 2. To understand teachers’ concerns and barriers regarding the uses of open educational resources; 3. To collect concrete suggestions to inform the on-going and future development of open educational resources; 4. To collect concrete suggestions to inform school policies on using open educational resources. Project Start Year: 2023, Principal Investigator(s): LO, Chung Kwan
Developing Learning and Teaching Resource Packages for Conducting Mathematical Modelling through Inquiry and Investigation Project Objective: To develop three sets of learning and teaching resource packages for conducting mathematical modelling. Project Start Year: 2023, Principal Investigator(s): LO, Chung Kwan
Online Dynamic Educational Resources for Junior Secondary School Mathematics: Research and Development with Teacher Training Project Objectives: 1) To create dynamic mathematics courseware; 2) To develop a website for the courseware; 3) To establish a learning circle of frontline teachers; 4) (a) To provide teacher training and (b) publish a handbook of courseware development and application; 5) To conduct teacher competition. Project Start Year: 2023, Principal Investigator(s): LO, Chung Kwan
Understanding the Uses of Open Educational Resources during the COVID-19 Pandemic: A Pilot Study Project Start Year: 2022, Principal Investigator(s): LO, Chung Kwan
The use of flipped learning and educational resources during the COVID-19 pandemic Project Start Year: 2022, Principal Investigator(s): LO, Chung Kwan
Mathematical Exploration and Modelling for Gifted Students in Hong Kong Junior Secondary Schools This project aims to enhance the mathematical potential and ability of gifted students. It is a yearlong project in which students go through two stages of training: the first covers background Mathematics and IT and the second focuses on research/modelling project work. The objectives of the project are: 1. To consolidate and strengthen understanding of existing mathematical knowledge 2. To extend the scope of knowledge via exploration and research on advanced mathematical topics and mathematical modelling. Project Start Year: 2022, Principal Investigator(s): CHENG, Kell Hiu Fai 鄭曉暉 (LO, Chung Kwan 盧頌鈞 as Co-Investigator)
A Systematic Review of Flipped Learning Research in English Language Teaching: Meta-Analytic and Text-mining Approaches This project conducts a systematic review of flipped learning research in English language teaching. Project Start Year: 2021, Principal Investigator(s): LO, Chung Kwan 盧頌鈞
Leveraging Visualizations to Support Video-based Learning: A Visualization-enhanced Video-based e-Learning Platform (V2 e-Platform) for Teachers and Students This project is to develop a visualization-enhanced video-based e-learning platform (V2 e-Platform) for teachers and students. The platform leverages visualizations to support video-based learning. Project Start Year: 2021, Principal Investigator(s): CHEN GAOWEI 陳高偉 (LO, Chung Kwan 盧頌鈞 as Team Member)
Identifying Factors to Improve Flipped Learning in Mathematics Education This project is to (1) identify factors that can improve the effects of flipped learning on students’ mathematics achievement and engagement and (2) identify research gaps and propose a research agenda of flipped learning in mathematics education. Project Start Year: 2020, Principal Investigator(s): LO, Chung Kwan 盧頌鈞

Prizes and awards


Excellent Presentation Award Excellent Presentation Award at the 2018 2nd International Conference on E-Society, E-Education and E-Technology (ICSET 2018) for the paper: "An exploratory study of using the Next Generation Science Standards (NGSS) to flip Hong Kong secondary school science education" Date of receipt: /8/2018, Conferred by: International Economics Development and Research Center and Ming Chuan University
Research Postgraduate Student Publication Award 2017 Research Postgraduate Student Publication Award for the paper: "Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education" Date of receipt: /5/2018, Conferred by: Faculty of Education, The University of Hong Kong
Excellent Paper Award Excellent Paper Award at the International Conference on Technology in Education 2018 (ICTE 2018) for the paper: "Designing and evaluating postgraduate courses based on a 5E-flipped classroom model: A two-case mixed-method study" Date of receipt: /1/2018, Conferred by: Caritas Institute of Higher Education
2nd Professor SIU Man Keung Mathematics Teacher Excellent Paper Award 2nd Professor SIU Man Keung Mathematics Teacher Excellent Paper Award (第二屆蕭文強教授數學教師優秀論文獎) for the paper: "以概念圖強化翻轉學習：課後補底教學的實踐與反思 [Using concept maps to reinforce flipped learning: The implementation and reflection of a supplementary remedial program]" Date of receipt: /1/2018, Conferred by: Hong Kong Association for Mathematics Education
Educational Research Award Educational Research Award at Educational Research Award Scheme 15/16 for the paper: "Student learning and engagement in mathematics flipped classrooms: An action research study in a secondary school" Date of receipt: /10/2017, Conferred by: Hong Kong Teachers' Centre, Education Bureau
Outstanding Paper Award Outstanding Paper Award at the 2017 International Conference on Education, Psychology, and Organizational Behavior (ICEPO 2017) for the paper: "Does the flipped classroom approach promote student engagement? A systematic literature review" Date of receipt: /8/2017, Conferred by: International Business Academics Consortium
Best Oral Presentation Award Best Oral Presentation Award at the 2016 6th International Conference on History and Society Development (ICHSD 2016) for the paper: "Toward a flipped classroom instructional model for History education: A call for research" Date of receipt: /12/2016, Conferred by: International Economics Development and Research Center
Best Oral Presentation Award Best Oral Presentation Award at the 2016 3rd International Conference on Teaching and Education Science (ICTES 2016) for the paper: "Using “First Principles of Instruction” to design mathematics flipped classroom for underperforming students" Date of receipt: /6/2016, Conferred by: International Economics Development and Research Center