Dr YANG, Min   楊敏
Assistant Professor
Department of Curriculum and Instruction
Phone No: (852) 2948 8323
Fax No: (852) 2948 7563
Email: myang@eduhk.hk
Contact
ORCiD
0000-0001-6574-9125
Phone
(852) 2948 8323
Fax
(852) 2948 7563
Email
myang@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
8984637400
Research Interest

Google scholar link:

https://scholar.google.com/citations?user=m3Ed_S0AAAAJ&hl=en

Link to ORCID: http://orcid.org/0000-0001-6574-9125

Current research themes

(1) Learning and teaching research

Formative assessment and feedback for productive learning (e.g., peer assessment and self-assessment)

Interactive feedback in technology-rich learning environments

In-service and pre-service teachers' quality learning in online learning communities

(2) Student experience and development in higher education

Intercultural learning through study abroad

Non-local Chinese students’ intercultural adaptation in Hong Kong higher education

Student development and experience in international service learning

External Appointment

Yang, M. (2018 May) Full-day teaching development training workshop for new academic staff members on 'Curriculum and Assessment Design at FISF' for Fanhai International School of Finance at Fudan University, Shanghai, PRC. The Dean, Associate Deans, and new academic staff members attended the workshop.

Yang, M. (2018, October, with Dr YANG, Lan) Half-day teaching development training workshop for school teachers on 'Developing formative feedback strategies for the enhancement of student learning' for Education Bureau of Huadu District, Guangzhou, PRC.

Personal Profile

Dr Min Yang is an Assistant Professor of the Department of Curriculum and Instruction. Apart from teaching undergraduate and postgraduate courses on assessment for learning, curriculum and assessment, and research methods in education, Dr Yang also supervises undergraduates', masters' and doctoral students' research projects in related areas. Dr Yang’s research has been published by international journals and publishers. She is a Senior Fellow of the Assessment Research Centre, and a member of the Research Cluster on "Assessment Research into Enhancing Learning and Teaching" at her department. She was a visiting scholar at Knowledge Hub in University College London and Institute of Higher Education in South China University of Science and Technology during 2020-2021.

Dr Min Yang is a member of Editorial Board for the following journals:

  • Teaching in Higher Education (publisher: Routledge)
  • The Internet and Higher Education (publisher: Elsevier)
Research Interest

Google scholar link:

https://scholar.google.com/citations?user=m3Ed_S0AAAAJ&hl=en

Link to ORCID: http://orcid.org/0000-0001-6574-9125

Current research themes

(1) Learning and teaching research

Formative assessment and feedback for productive learning (e.g., peer assessment and self-assessment)

Interactive feedback in technology-rich learning environments

In-service and pre-service teachers' quality learning in online learning communities

(2) Student experience and development in higher education

Intercultural learning through study abroad

Non-local Chinese students’ intercultural adaptation in Hong Kong higher education

Student development and experience in international service learning

External Appointment

Yang, M. (2018 May) Full-day teaching development training workshop for new academic staff members on 'Curriculum and Assessment Design at FISF' for Fanhai International School of Finance at Fudan University, Shanghai, PRC. The Dean, Associate Deans, and new academic staff members attended the workshop.

Yang, M. (2018, October, with Dr YANG, Lan) Half-day teaching development training workshop for school teachers on 'Developing formative feedback strategies for the enhancement of student learning' for Education Bureau of Huadu District, Guangzhou, PRC.

Selected Output

Scholarly Books, Monographs and Chapters
Chapter in an edited book (author)
Yang, M., Yang, L., & Song, B.R. (2021). Interplay between students’ perceived utility, accountability, self-efficacy and social awareness when engaged with peer feedback: A qualitative interpretation. Z. Yan & L. Yang, Assessment as learning: Maximising opportunities for student learning and achievement (79-97). London: Routledge
Yang, L. & Yang, M. (2018). Exploring the Power of Teacher Feedback in Chinese Students: Testing the Relationships between Students’ Feedback Beliefs and Student Engagement. In Liem, G. A. D., & Tan, S. H. (Eds.)., Asian Education Miracles: In Search of Sociocultural and Psychological Explanations (155-173). New York: Routledge
Yang, M. (2018). Intercultural experiential learning. Y. Y. Kim, The International Encyclopedia of Intercultural Communication (1-13). Malden, MA: John Wiley & Sons, Inc.
Yang, M., Wang, T.C., & Lim, C.P. (2017). E-portfolios as digital assessment tools in higher education. In M.J., Spector, B.B., Lockee, & M.D., Childress (Eds.), Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy (1-23). Singapore: Springer International Publishing AG
Han, C.-W. C., & Yang, M. (2017). Embedding feedback in learning and assessment tasks to support student teachers' professional learning. Kong, S. C., Wong, T.L. & Yang, M., Chow, C. F., & Tse, K. H., Theories and emerging practices in scholarship of learning and teaching in higher education in a digital technology era (327-346). Singapore: Springer
Lam, B. H., Cheng, R. W. Y., & Yang, M. (2017). Formative feedback as a global facilitator: Impact on intrinsic and extrinsic motivation and positive affect. Kong, S. C., Wong, T.L. & Yang, M., Chow, C. F., & Tse, K. H., Theories and emerging practices in scholarship of learning and teaching in higher education in a digital technology era (265-288). Singapore: Springer
Lee, T. H. T., & Yang, M. (2017). Using Feedback Strategies to Support First-year Students’ Independent Learning and Critical Judgment. Kong, S. C., Wong, T.L. & Yang, M., Chow, C. F., & Tse, K. H., Theories and emerging practices in scholarship of learning and teaching in higher education in a digital technology era (311-326). Singapore: Springer
Wong, K. W. G., & Yang, M. (2017). Using ICT to Facilitate Instant and Asynchronous Feedback for Students’ Learning Engagement and Improvements. Kong, S. C., Wong, T.L. & Yang, M., Chow, C. F., & Tse, K. H., Theories and Emerging Practices in Scholarship of Learning and Teaching in Higher Education in a Digital Technology Era (289-310). Singapore: Springer
Lam, B. H., Cheng, C. K. Yan, Z., & Yang, M. (2015). It is your interest that matters: Motivation shapes career engagement patterns. . In R. Osbourne (Ed.)., Job satisfaction: Determinants, workplace implications and impacts on psychological well-being (73-96). U.S.: Hauppauge, NY: Nova Publishers.
Lam, B. H., Cheng. C. K. Yan, Z., & Yang, M. (2015). It is your interest that matters: Motivation shapes career engagement patterns. R. Osbourne, Job satisfaction: Determinants, workplace implications and impacts on psychological well-being (73-96). Hauppauge, NY: Nova Publishers
Edited book (editor)
Kong, S. C.,Wong, T. L., Yang, M., Chow, C. F. & Tse K. H. (Eds.) (2017). Emerging Practices in Scholarship of Learning and Teaching in a Digital Era.. Singapore: Springer

Journal Publications
Publication in refereed journal
Ma, N., Li, Y. M., Guo, J. H., Laurillard, D., & Yang, M. (2022). A learning model for improving in-service teachers’ course completion in MOOCs. Interactive Learning Environments, 1-16 Doi:10.1080/10494820.2021.2025405.
Zhoc, K. C., King, R. B., Chung, T. S., Chen, J., & Yang, M. (2021). Emotional intelligence promotes optimal learning, engagement, and achievement: A mixed-methods study. Current Psychology Doi:10.1007/s12144-021-02294-2.
Yan Z., Li, Z., Panadero, E., Yang, M., Yang, L., & Lao, H. (2021). A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment. Assessment in Education: Principles, Policy & Practice, 28(3), 228-260
Lee, W. W.S. & Yang, M. (2020). Effective collaborative learning from Chinese students’ perspective: a qualitative study in a teacher-training course. Teaching in Higher Education, 1, 1-17
Xiao, Y.Y. & Yang, M. (2019). Formative assessment and self-regulated learning: How formative assessment in the high school context supports self-regulation (https://doi.org/10.1016/j.system.2019.01.004). System: An International Journal of Educational Technology and Applied Linguistics, online first, 1-24
Huixuan Xu, Min Yang (2018). Development of adolescent moral and civic identity through community service (https://doi.org/10.1177/0743558417698570). Journal of Adolescent Research, 33(2), 247-272
Yang, M., Yan, Z., and Coniam, D. (2017). A qualitative study of markers’ perceptions on onscreen marking in five subject areas (https://doi.org/10.1080/13803611.2018.1446836). Educational Research and Evaluation, 23(7-8), 290-310
Yang, M., & Luk, Y.Y. (2017). The role of international service learning in leadership development among students in higher education. Journal of Youth Studies 青年研究學報, 20(1), 186-201
Yang, M., Luk, L., Webster, B.J., Chau, A. & Ma, C. (2016). The role of international service-learning in facilitating undergraduate students’ self-exploration. Journal of Studies in International Education, 20, 416-436
Yang, M., Tai, M., & Lim, C. P. (2016). The role of e-portfolios in supporting productive learning. British Journal of Educational Technology, 47(6), 1276-1286
Yang, M. (2015). Promoting self-sustained learning in higher education: The ISEE framework. Teaching in Higher Education, 20(6), 601-613
Yang, M. & Carless, D. (2013). The feedback triangle and the enhancement of dialogic feedback processes. Teaching in Higher Education, 18(3), 285-297
Webster, B. and Yang, M. (2012). Transition, induction and goal achievement: First year experiences of Hong Kong undergraduates. Asia Pacific Education Review, 13(2), 359-368
Yang, M. & Chau, A. (2012). Social engagement in a diversifying campus: A phenomenological exploration. Higher Education Research and Development, 31(2), 155-169
Yang, M. & Chau, A. (2011). Freshmen’s social involvement and development as a response to the campus student culture: A Hong Kong Phenomenon?. Asia Pacific Educational Review., 12(3), 393-402
Carless, D., Salter, D., Yang, M. & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(5), 395-407
Yang, M., Webster, B. and Prosser, M. (2011). Exploring the variation in first year undergraduates’ induction into their academic discipline. International Journal for the Scholarship of Teaching and Learning, 5(1), 1-18
Yang, M., Webster, B. and Prosser, M. (2011). Travelling a thousand miles: Hong Kong Chinese students’ study abroad experience. International Journal of Intercultural Relations, 35(1), 69-78
Yang, M. (2009). Making interdisciplinary subjects relevant to students: An interdisciplinary approach. Teaching in Higher Education, 14(6), 597-606
Yang, M. (2008). Rethinking lifelong learning through online distance learning in Chinese policies, practices and research. British Journal of Educational Technology, 39(4), 583-597
Yang, M. (2005). Disaffection of adult distance learners: A Chinese phenomenon? . Asian Journal of Distance Education, 3(2), 23-35
Yang, M. (2005). The pedagogical use of ICT for adult distance learners in Guangdong, China. Asian Journal of Distance Education, 3(1), 1-13

Conference Papers
Invited conference paper
Yang, L., Lee, J.C.K., Yan, Z., Chiu, M. M., Mok, M. C. & Yang, M. (2019, 10). Empowering future assessment for learning by changing monologue to dialogue by assessing students’ feedback beliefs toward teacher feedback. Invited paper presented at The 21st Symposium on Curriculum Theories in Mainland China, Taiwan and Hong Kong, 18-21 October, 2019, ShenZhen University, Shenzhen, China
Yang, M. (2015, 3). Technology-enhanced Formative Feedback for Lifelong Learning: Emerging Classroom Practices. ASEM Forum on Lifelong Learning 'Renewing the Agenda', Bali, Indonesia
Refereed conference paper
Yang, M., Yang, L., Xu, H.X., Lee, T.T.H., Han, C., & Song, B. (2019, 12). Reconsidering Students’ Experience of Peer Assessment Practices. Paper presented at Australian Association of Research in Education (AARE) Conference, Brisbane, Australia
Yang, L., Yang, M. & Lee, I. (2018, 12). Harnessing the power of feedback: A symposium of three papers on examining feedback from multiple perspectives. HKERA International Conference, Hong Kong SAR, PRC
Yang, M., Song, B. R., Tsui, K. T., Yang, L., & Tam, C. H. (2018, 12). How does friendship influence intercultural adaptation among Mainland Chinese students studying in Hong Kong? . HKERA International Conference, Hong Kong SAR, PRC
Yang, M., Tam, C. H., Tsui, K. T., Yang, L., & Song, B. R. (2018, 12). The acculturation experiences and intercultural communication competence among non-local university students in Hong Kong. HKERA International Conference, Hong Kong SAR, PRC
Yang, M., Tsui, Kwok Tung, Yang, L. Song, B.R, and Chen, S.S, (2018, 12). Peer assessment in higher education classrooms: Comparing students’ and teachers’ perspectives. International Conference 2018: Equity, Access and Diversity in Education: Theory, Practice and Research, Hong Kong
Yang, M., Christina Han, C., Yang, L., Xu, H. X., & Lee, T. H. (2018, 7). Peer feedback via mobile devices: Is it useful? Is it trustworthy? Is it safe?. Higher Education Academy Annual Conference, Birmingham, UK
Xiao, Y. Y., & Yang, M. (2018, 6). How Formative Assessment Supports Students' Self-regulation in English Language Education. The 16th Asia TEFL International Conference, Macao SAR, PRC
Xiao, Yangyu and Yang, Min (2017, 9). Formative assessment and self-regulated learning in English language education. The 4th National Conference on Language Assessment, Guangzhou
Yang, M., Cheng, C. K., Lam, B.H., and Yan, Z. (2015, 8). Linking research with teaching: Teacher educators’ perspectives. EARLI 2015, Cyprus
Yang, M., Wong, G. K. W., Sin, K., Lee, T., Lam, B., & Han, C. (2015, 6). The role of dialogic feedback in supporting students’ active learning in higher education. Proceedings in The American Educational Research Association (AERA) Annual Meeting, Chicago, Illinois, USA
Yang, M., Bryant, D., Han, C., Lam, B., Lee, T., Sin, K., and Wong, G. K. W. (2014, 6). Exploring teachers’ and students’ experiences of assessment feedback in higher education. Proceedings of Global Curriculum & Instruction Network (GCIN) Conference 2014, Hong Kong
Yang, M. Carless, D., Salter, D., & Lam, J. (2011, 11). Fostering effective disciplinary learning through feedback. Refereed Proceedings of International Symposium on Higher Education Quality Assurance, Macao
Yang, M. Carless, D., Salter, D., & Lam, J. (2010, 6). Giving and receiving feedback: A Hong Kong perspective. Refereed Proceedings of The Temasek Polytechnic International Conference on Learning and Teaching, Singapore
Other conference paper
Yang, L. & Yang, M. (2018, 7). Peer feedback provision, the effectiveness of peer feedback and university students’ achievement emotions. Higher Education Academy Annual Conference, Birmingham, UK
Yang, L. & Yang, M. (2017, 11). Exploring the relations between the effectiveness of peer feedback and achievement emotions. WERA-HKERA International Conference, Hong Kong SRA, PRC
Luk, L., Yang, M., Chau, A., Webster, B. & Ma, C. (2012, 2). How do students’ perceptions of leader-follower relationship influence their service quality and personal growth in overseas volunteering?. CESHK Annual Conference 2012, Hong Kong
Yang, M., Webster, B., Chau, A. and Ma, C. (2011, 12). Service experience as a goal-oriented self-regulated process for whole person development: A conceptual model.. SRHE Annual Research Conference, Newport, Wales, UK
Yang, M., Chau, A. and Webster, B. (2011, 7). Students as future leaders and morally responsible citizens in a multicultural world. The 7th Biennial Conference of the International Academy for Intercultural Research (IAIR), Singapore
Yang, M., Webster, B. and Chau, A. (2010, 12). Developing the sense of moral self through volunteering: Experiences of Hong Kong undergraduates. Enhancing learning experiences in higher education: International conference, Hong Kong
Yang, M. & Chau, A. (2010, 7). Journeys of intercultural learning through study abroad. 17th International Conference on Learning, Hong Kong

Project

Feedback Matters to Achievement, but How it is Proceeded Psychologically by University Students to Harness its Sustainable Power? A Cross-Cultural Longitudinal Study
In search of the underlying mechanisms of feedback in influencing student achievement, this research cluster will bring together international higher education experts and researchers across three countries to explore students’ Feedback Orientations (FO) which is a psychological construct comprised of multiple feedback perceptions that collectively determine an individual students’ overall willingness and readiness to use the feedback (London & Smither, 2002; Yang, 2018, 2019, 2020, 2021, 2022).
Project Start Year: 2021, Principal Investigator(s): YANG, Lan 楊蘭 (YANG, Min 楊敏 as Co-Investigator)
 
Teachers' revised assessment practices and effects on secondary-four students' learning outcomes and wellbeing: Assessment reform of Liberal Studies / Civic and Social Development
1. Determine if and how teachers adjust their assessment practice in response to the reform of Liberal Studies HKDSE
2. Determine which factors influence such adjustments
3. Determine the extent to which teachers' adjusted assessment practices align (or not) with their beliefs about assessment in the reformed Liberal Studies
4. Determine how teachers' adjusted assessment practices influence secondary-four students' learning outcomes (academic achievement) and wellbeing in the reformed Liberal Studies

Project Start Year: 2021, Principal Investigator(s): YANG, Min 楊敏
 
Teachers’ assessment practices in the new Civic and Social Development subject and effects on secondary four students’ learning outcomes and well-being: A pilot study
We will conduct a pilot study with a small number of teachers and students and to support the analysis of the pilot data regarding teachers' assessment practices and how students' learning outcomes and well-being are impacted under the reform of assessment in Liberal Studies.
Project Start Year: 2021, Principal Investigator(s): YANG, Min 楊敏
 
Cultivating Student Teachers' Capability for Collaborative Problem-solving in Curriculum and Assessment Planning through Communities of Inquiry
(i) Develop an effective teaching-assessment strategy of supporting collaborative problem-solving in student teachers’ curriculum and assessment planning
(ii) Generate a set of resources of collaborative problem-solving tasks for curriculum and assessment planning at undergraduate and post-graduate levels respectively, which include: (a) Text-based/multimedia materials; (b) Teacher instruction (discussion questions and planning templates) for problem identification and solving through in-group discussion and curriculum/assessment planning tasks, as well as inter-group sharing and peer critique.
(iii) Implement the collaborative problem-solving strategy by conducting online (Moodle, Google Sites, etc.) and face-to-face learning activities
(iv) Recommend design principles of collaborative problem-solving strategy in teacher education and other disciplines in higher education

Project Start Year: 2020, Principal Investigator(s): YANG, Min 楊敏
 
Implementing a design thinking curriculum in pedagogy courses to nurture creative teachers
This project applies the concept of design thinking in organising the curriculum of pedagogy courses and develop a set of creative and innovative materials with the purpose of helping students to master pedagogical knowledge effectively, in two connected phases. In the problem phase, students are guided to develop sensible judgement for lesson planning based on learners' need and issues within a real teaching context. In the production phase, students are involved in a full design thinking process involving ‘empathise’, ‘define’, ‘ideate’, ‘prototype’ and ‘test’ iteratively that support them to complete an innovative lesson design. The project involves students from B.Ed, M.Teach and M.Ed. programmes. Students’ creative self-efficacy, teaching innovation and engagement will be measured in evaluating the impact of the project. The project aligns closely with the university’s mission to prepare high quality, creative learners and teachers.

Project Start Year: 2020, Principal Investigator(s): LAM, Bick Har 林碧霞 (YANG, Min 楊敏 as Co-Investigator)
 
Developing School Teachers’ Capacity for Collaborative Knowledge Building in a MOOC Learning Environment in Mainland China
• This project will tackle the problem: How can MOOC instructors design and implement peer discussion activities to develop participants’ capacity for collaborative knowledge building?
Project Start Year: 2020, Principal Investigator(s): YANG, Min 楊敏
 
Translating Research into Actionable Approaches for Developing Student Assessment Literacy
We will specifically focus on how teachers can
i. Design and implement strategies for inducting students to basic knowledge and skills of making evaluative judgment
ii. Adapt evaluative tools to assess impact of the strategies on student assessment literacy

Project Start Year: 2020, Principal Investigator(s): YANG, Min 楊敏
 
Harnessing the Power of Assessment to Support Pre-service Teachers' Learning and Professional Development Through an Innovative Blended Learning Approach (A+BLe)
Educators in higher education encounter lots of difficulties in maintaining high academic standards and high quality attributes in today's classes with a large number of students with diverse needs. It remains a challenging task for teachers to, on one side, well organize the teaching/learning content so that all students are more likely to actively participate in the learning process, and on the other side, to well assess students’ use of their higher-order/self-directed learning processes (e.g., self-assessment, peer-assessment, use of formative feedback from teachers) to achieve academic success and high quality attributes upon graduation. There is a compelling need to provide a rigorous blended learning approach that can link teaching, both online and offline learning and assessment practices (self-assessment, peer-assessment, and teacher-assessment) in a visible, achievable and sustainable way. The A+BLe approach is expected to also encourage students to not only undertake the learning activities actively, but also tell students and teachers how well the objectives of teaching and learning have been achieved. Based on these concerns, this project aims to provide an innovative and creative blended learning approach (A+BLe) to link teaching, learning, and assessment practices in a visible and systematic way to promote EdUHK students’ multiple learning outcomes that are essential for their professional development.
Project Start Year: 2020, Principal Investigator(s): YANG, Lan 楊蘭 (YANG, Min 楊敏 as Co-Investigator)
 
Supporting education students’ constructive peer feedback seeking and self-reflection
• Develop a package (with guidelines and tools) to support education students’ peer feedback seeking and self-reflection on their own assessment task design and redesign
• Evaluate the effects of the Peer Feedback Seeking Package on education students’ learning outcomes

Project Start Year: 2020, Principal Investigator(s): YANG, Min 楊敏
 
Developing Evaluative Judgment among Students: An Interactive Assessment and Feedback Process
This project aims to develop an Interactive Assessment and Feedback Process (IAFP) and investigate its effectiveness in enhancing students’ academic achievement and developing their evaluative judgment in the context of higher education.
Project Start Year: 2019, Principal Investigator(s): YAN, Zi 晏子 (YANG, Min 楊敏 as Co-Investigator)
 
How Do First-Year Non-Local Chinese Students Adapt to Living and Studying at University in Hong Kong? An Investigation From an Intercultural Experiential Learning Perspective
..
Project Start Year: 2018, Principal Investigator(s): YANG, Min 楊敏
 
Cultivating Students’ Critical Thinking and Creativity through Web-based and Classroom-based Inquiry
Critical thinking and creativity are long-standing objectives in EdUHK strategic plans and within her generic intended learning outcomes (GILOs). Given considerable uncertainty existing in the process of conducting inquiry, students are required to make their own decisions in every stage of doing it, which intrinsically involves the application and development of both creative and critical thinking that are described as the “heartbeat” of inquiry. Inquiry learning was originally adopted in the school classrooms, and recent years witness increasing advocation of it at the university level. This project intends to make use of both Web-based and classroom-based inquiry to facilitate EdUHK students’ development in high-order thinking. 9 sets of Web-based or classroom-based inquiry activities will be developed, with each for an experimental course. The project will follow the paradigm of practitioner research, including two cycles of implementation. The development of students’ critical thinking and creativity will be assessed through matured instruments in the pre and post-tests, interviews with students, and process data generated in the learning process. This project will be a pioneering effort to systematically implement inquiry learning at the university level in the Eastern world. Its innovation is also reflected in the inclusion of both Web-based and classroom-based inquiry.
Project Start Year: 2018, Principal Investigator(s): WAN, Zhihong 萬志宏, LEE, Chi Kin John 李子建 (YANG, Min 楊敏 as Co-Investigator)
 
All that Effort of Feedback Research, But what is the Effect in Chinese Secondary Students? Identify Impact through INFACT (Innovative Formative Assessment Collaborative Team)
The major purpose of this cluster is to develop a new Area of Strength on feedback research by integrating research and practical strengths of the team members.
Project Start Year: 2017, Principal Investigator(s): YANG, Lan 楊蘭 (YANG, Min 楊敏 as Co-Investigator)
 
Developing Peer- and Self-assessment Strategies for the Enhancement of Student Learning Outcomes
This project will seek to enhance student learning outcomes by developing peer-and self-assessment (PASA) strategies and training resources. PASA are student-led assessment practices in which students provide peer- and self-feedback to enhance learning (Harris, Brown, & Harnett, 2015). Hattie and Timperley’s (2007) Model of Feedback Levels will inform the development of PASA strategies and training resources. The PASA strategies will involve the use of feedback prompts for training students in giving peer- and self-feedback, and the engagement of students in recurring cycles of PASA practices, which will be facilitated by the use of learning technologies. Outcomes from the project will encompass pedagogical and scholarship of learning and teaching outcomes.
Project Start Year: 2017, Principal Investigator(s): YANG, Min 楊敏
 
Case-based Blended Learning Pedagogies for Pre-service Teachers: Building a Community of Practice in Higher Education Settings
This project aims to (a) explore and examine innovative blended learning (BL) pedagogies that effectively integrate case-based learning (CBL) to enhance student engagement and learning of pre-service teachers, and (b) build professional capacity of BL in higher education settings. This project is grounded in a continuous endeavor to address wide-ranging needs and issues related to teaching and learning of the Education Studies (ES) Core Courses of pre-service programmes. Initial effort has been made to develop contextualized case materials to facilitate course delivery. The next stage of inquiry is to investigate the use of these materials along with pedagogically sound BL strategies. Research on BL focuses mostly on student learning, having limited understanding of pedagogical practices for professional development. The proposed project contributes to this aspect of scholarship by bringing together faculty members to try out case-based BL pedagogies. The collegial process of investigation enables the cultivation of a community of practice that is more open to the pedagogical possibilities brought forth by BL to strengthen the professional component of pre-service teacher education. The project will produce a training package with an online library of exemplars and resources that guides faculty members to formulate their own desired path of BL.
Project Start Year: 2017, Principal Investigator(s): LEE, Tai Hoi Theodore 李泰開, YUEN, Wai Kwan Gail 袁慧筠 (YANG, Min 楊敏 as Co-Investigator)
 
An Investigation of the Role of Dialogic Feedback in Supporting Undergraduate Students' Development of Higher-order Thinking Skills in Classrooms
This project aims to investigate how technology-enhanced feedback strategies can be employed by teachers to afford productive learning opportunities for students in higher education. Technology-enhanced feedback strategies are approaches to using ICT to engender asynchronous and/or real-time teacher-student and student-student interactions with a view to providing recurring feedback for students’ productive learning. Productive learning refers to an effective way of learning characterized with intrinsic interest, self-management and self-reflection, as well as collaboration with peers for knowledge co-construction. The project will adopt a mixed-method approach to investigate teachers’ and students’ experiences of using/responding to technology-enhanced feedback to support productive learning.
Project Start Year: 2016, Principal Investigator(s): YANG, Min 楊敏
 
Technology-enhanced Feedback Strategies for Productive Learning in Higher Education
This project aims to investigate how technology-enhanced feedback strategies can be employed by teachers to afford productive learning opportunities for students in higher education. Technology-enhanced feedback strategies are approaches to using ICT to engender asynchronous and/or real-time teacher-student and student-student interactions with a view to providing recurring feedback for students’ productive learning. Productive learning refers to an effective way of learning characterized with intrinsic interest, self-management and self-reflection, as well as collaboration with peers for knowledge co-construction.
Project Start Year: 2016, Principal Investigator(s): YANG, Min 楊敏
 
Unraveling the role of community service in adolescent identity formation
Researchers have argued that community service play a significant role in facilitating
adolescent identity formation (Youniss & Yates, 1997; Kroger, 2007), with identity formation being regarded as a major development issue confronting adolescents (Erikson, 1968). Much research has been conducted to report the positive impact of community service in adolescent identity formation (Hardy et al., 2010); what remains unknown, however, is which community service program factors provide concrete opportunities for adolescents to develop an increased understanding of their membership in society and how they interplay with each other. The proposed study seeks to fill this research gap.

Within a number of theoretical models that describe and explain the process of identity
formation (Schwartz, Lukckx & Vignoles, 2011), Marcia’s (1966) identity status model has inspired the field for almost five decades (Schwartz, et al., 2013). Given that the model provides a systematic description of how adolescent identity changes over time, Marcia’s identity status model is applied in the proposed study to capture a sample of Hong Kong secondary school students’ identity change. Marcia defines identity status in two dimensions, exploration and commitment. According to how far adolescents explore or commit in certain stances of values or social ideology, four identity statuses are defined, achievement, moratorium, foreclosure, and diffusion. The association between students’ identity status change and participants’ community service involvement will be examined firstly in the current study. In addition, the current project will use “Service-Learning Quality Indicators” (SLQI), which have been developed from and is paralleled with the eight K-12 Service-Learning Standards for Quality Practice (National Youth Leadership Council, 2008), to examine the quality of community service programs. The K-12 standards consist of duration and intensity, meaningful service, link to curriculum, reflection, diversity, youth voice, partnerships, and progress monitoring.

A mixed methods design will be employed to investigate how adolescent identity status
changes within the context of community service. Quantitative methods will be used to test quality factors in community service programs that allow adolescents to understand their membership in society. The Modified EOMEIS in the form of pretest/posttest will be administered to assess participants’ identity status change within a one-year time-span. The Youth Inventory of Involvement (YII) and SLQI will be administered post-project to assess the participants’ community service involvement and their evaluation of service program quality respectively. Semi-structured interviews will be conducted to describe and explain how eight K-12 service-learning standards interplay to facilitate adolescent identity formation in the context of school-based community service programs. Forty eight students from six secondary schools will be selected through purposive sampling, with qualitative data collected mainly from individual interviews.

Project Start Year: 2016, Principal Investigator(s): XU, Hui Xuan 徐慧璇 (YANG, Min 楊敏 as Co-Investigator)
 
Blended use of Technology-enhanced formative assessment (TEFA) tasks and classroom reasoning (CR) tasks for developing higher-thinking skills (HOTs)
Overall Aim: To explore how students’ development of higher-order thinking skills (HOTs) can be supported through the blended use of technology-enhanced formative assessment (TEFA) tasks and classroom reasoning (CR) tasks
Project objectives:
(1)To explore the utility of the blended use of TEFA tasks and CR tasks in supporting students’ HOTs development
(2)To explore pedagogic principles for designing TEFA tasks and CR tasks for developing HOTs
(3)To examine the perception of students about the blended use of TEFA tasks and CR tasks on students’ HOTs

Project Start Year: 2015, Principal Investigator(s): YANG, Min 楊敏
 
Supporting New Non-local Students' Academic and Social-cultural Integration into the FEHD and HKIEd Communities: An Evidence-based Approach
This project seeks to build a research evidence base on how new non-local students (NLS) and their senior peers at a Faculty of Education experience academic and social-cultural integration into the Faculty and the Institution. The research evidence will be drawn upon in formulating practices and strategies for the Faculty NLS Support initiative. Compared with their local peers who also face academic and social integration challenges as they move into the new learning environment (Pascarella & Terenzini, 2005; Yang, Webster, & Prosser, 2011a), the NLS face greater challenges because of the need to adjust to the cultural environment in Hong Kong (Yang & Chau, 2012; Zeng & Watkins, 2011). Learning in a language other than their mother tongue poses further potential difficulties for NLS (Rienties & Tempelaar, 2013). By undertaking this project, the Investigators will be better equipped with such understanding in supporting the NLS to build an identity as active members of the Faculty and Institutional families. The Investigators will employ both quantitative and qualitative methods, specifically questionnaire surveys and interviews, which will be informed by the research literature in the areas of: first year experience, and intercultural learning experience. Ethical review approval will be sought, and ethical procedures will be followed when collecting data with the non-local students.
Project Start Year: 2014, Principal Investigator(s): YANG, Min 楊敏
 
How does teachers' assessment feedback practice support student learning in higher education? Stage 2 investigation
The objective of this project was to explore the role of dialogic feedback in supporting student learning in higher education. Using classroom observations and interviews with six teachers and their students (n=50) at a higher education institution in Hong Kong SAR, the present study investigates how the teachers used purposefully designed classroom tasks to facilitate students’ engagement with subject matter, wherein dialogic feedback played a key role in scaffolding students’ thinking and understanding and providing them with cognitive and emotional support.
Project Start Year: 2014, Principal Investigator(s): YANG, Min 楊敏
 
Studying Formative Feedback Strategies to Enhance Student Learning Outcomes
Formative feedback is generated by teachers as strategies to engage learners to constantly reflect on how they can approach, orient, and evaluate learning, which leads to successful learning outcomes. This project adopts a quasi-experiment to evaluate the effectiveness of formative feedback strategies on students’ academic and psychological outcomes. A sample of students will be invited to join the experimental group (with specific formative feedback strategies) or control group (without specific formative feedback strategies). The psychological outcomes and academic outcome will be assessed to inform the effectiveness of the strategies, by a questionnaire and content analysis of students’ course work.
Project Start Year: 2013, Principal Investigator(s): LAM, Bick Har 林碧霞 (YANG, Min 楊敏 as Co-Investigator)
 
How does teachers’ assessment feedback practice support student learning in higher education? An exploratory study
The project aims to explore the research question: How does teachers’ assessment feedback practice support effective student learning in higher education? This project will be conducted as a pilot study that will potentially lead to a General Research Fund (GRF) proposal. Yang and Carless’ (2012) Feedback Triangle Framework will be employed to critically analyse teachers’ and students’ experience of assessment feedback and the extent to which such experience facilitates effective learning among students in higher education. Teachers’ and students’ experience in the following three dimensions of feedback processes will be explored: the content of feedback (cognitive dimension), the interpersonal negotiation of feedback (social-affective dimension) and the organisation of feedback provision (structural dimension). The project will employ questionnaire survey, classroom observations, and interviews with teachers and undergraduate students in various departments in HKIEd to obtain in-depth information regarding the research question. Teachers’ and students’ perspectives obtained via the multiple methods will be used to triangulate the project findings. The project will contribute to new knowledge by empirically testing and refining the Feedback Triangle Framework and by deriving practical implications for teachers’ assessment feedback practice in higher education.
Project Start Year: 2013, Principal Investigator(s): YANG, Min 楊敏
 
Whole Person Development through Multicultural Service Learning for Students in Higher Education
Using an empirically derived conceptual framework which highlights the role of goal setting, self-regulation and a moral core of care in whole person development, this pilot study will investigate students’ development of identity through multicultural service learning in higher education. Students participating in selected service learning programmes at the University of Hong Kong and Lingnan University will be recruited for data collection. The project will make a significant theoretical contribution by investigating under-researched aspects of service learning in an original research context. It will also provide valuable practical insights into policy and practice of the ongoing Hong Kong undergraduate curriculum reform.
Project Start Year: 2012, Principal Investigator(s): YANG, Min 楊敏
 
Whole Person Development through Multicultural Service Learning Experience for Hong Kong Undergraduates: Phase I of A Collaborative Research Project
Using a conceptual framework which highlights the role of goal setting, self-regulation and a moral core of care in whole person development, the project will critically investigate Hong Kong undergraduate students’ moral, cultural and leadership identity development through multicultural service learning. This project has been proposed to support the applicant (PI) and Co-Is’ ongoing collaborative research.
Project Start Year: 2012, Principal Investigator(s): YANG, Min 楊敏
 
Student moral identity development through service learning at university
Data will be collected with students who participate in one of the following two types of service learning programmes:

(1)Service learning courses: academic courses that incorporate distinctive service learning elements. These are offered in each degree programme at Lingnan University.

(2)Service learning programmes and service-oriented field trips and internship programme that are not attached to specific academic courses. These programmes are offered centrally by CEDARS / The Service Learning Office, or by faculties/departments at the University of Hong Kong and Lingnan University.

In order to allow both broad-brushed and in-depth analysis of students’ moral identity development through service learning, qualitative and quantitative data were collected. Surveys, extensive focus groups with students participating in selected service learning programmes will be utilised to obtain data for generating a broad picture of student service experience and moral identity development.

Key themes identified in the surveys and focus groups will be explored in intensive interviews with individual students. Documents (such as reflective journals and essays) and onsite observation data will also be collected from these individuals, and used to generate case study data for more in-depth analysis. The themes emerged from the case studies in turn will be compared with the themes from the surveys and focus groups and themes identified in the literature.

Project Start Year: 2010, Principal Investigator(s): YANG, Min 楊敏
 
Small Project Funding: Study on the International Education Experience of HKU (Stage 2)
Studies in this student study abroad experience have been undertaken at national, institutional, programme and individual student levels, which have put diverse aspects of international education into scrutiny. This research aims to explore the range of undergraduates’ experiences, perceptions and outcomes of international education. The investigators propose a study to look into the academic/professional, social and cultural learning processes of HKU undergraduate students’ international education experience and how the experience impact on their growth. Quantitative and qualitative methods will be employed, including questionnaire survey and focus group interviews.
Project Start Year: 2008, Principal Investigator(s): YANG, Min 楊敏